Legsby Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of pupils' behaviour. Pupils live up to these expectations. They treat one another with respect.

They can talk politely and confidently to visitors. Pupils say they feel safe. They would share any concerns they have with staff.

In the early years, adults help children to understand their feelings and how to overcome challenges.

Pupils enjoy attending school. Pupils, including those with special educational needs and/or disabilities (SEND), establish positive relationships with staff.

They describe their teachers as 'lovely' and 'kind'. Many parents shared very positive views of the school and its leadership. One parent ...typically suggested, 'All of the staff are kind and caring and work very hard to support all of the children.'



Pupils benefit from wider opportunities, including craft and cooking clubs. Pupils attend movie night and a board games club. Leaders encourage pupils to look after their health by eating fruit and taking part in sports clubs.

Pupils enjoy educational visits to Lincoln Cathedral as well as to museums and a local smallholding. Pupils take part in a ramble in the local area to learn about resilience and teamwork.

What does the school do well and what does it need to do better?

Leaders have created a curriculum that sets out what pupils should learn and when.

They have identified the small steps of learning and how pupils should learn about the subjects they study in increasingly sophisticated ways as they get older. Most pupils develop secure knowledge of the subjects they study. Pupils share their scientific understanding of plants, forces and friction.

They recall their learning in history about the Second World War and the Roman Empire. In the early years, leaders have established a curriculum which helps children to build their knowledge over time. Staff in the Reception and Year 1 'Rainbow' class provide work matched to children's and pupils' existing knowledge.

Teachers break learning down into manageable chunks. They have a secure understanding of the subjects they teach. They share important knowledge clearly.

Teachers check pupils' understanding. In a small number of subjects and lessons, teachers do not always identify precisely what pupils know and can remember. They do not always ensure that pupils have opportunities to recall prior learning and connect this with current learning.

Leaders prioritise reading. They have invested in a new library. Pupils read books that match the sounds they know.

They also choose books to take home that they can enjoy reading with adults. Children learn to read as soon as they start school. Most pupils enjoy reading.

They can name their favourite books and authors. Some pupils are less sure about what it means to get better at reading once they have learned the basics. All staff complete training about how to teach children to read.

Most pupils quickly become accurate readers.Pupils with SEND have their needs promptly and accurately identified. Leaders work with external experts to ensure that pupils get the help they need.

Pupils with SEND develop their knowledge well. Staff make adjustments to resources and the support they provide so that all pupils are able to access the lessons they attend. Pupils, including those with SEND, who need extra help with reading and mathematics benefit from support in intervention sessions.

These sessions are carefully organised so that pupils keep up with their peers. They quickly return to the classroom so they do not miss out on other learning.

Pupils behave well.

They concentrate in lessons and take pride in their work. Although some pupils say there can be the occasional argument, they also say that teachers are good at dealing with any problems that do arise.

Pupils study a well-sequenced curriculum for personal, social, health and economic education.

They learn about positive relationships, mental health and the benefits of living in a diverse community. Pupils learn about British values. They respect difference and challenge stereotypes.

Pupils learn about some of the world's major faiths. In the early years, children learn about good hygiene as well as how to rest and relax.

Leaders, including governors, work hard to develop their knowledge and expertise so that they can fulfil their roles effectively.

Leaders work with external experts to consider ways in which they can improve the curriculum. They ensure that staff complete training. Subject leaders visit lessons, check pupils' work and consult with pupils and staff so they can monitor the subjects they lead.

Staff say that there is a focus on working together. They share that leaders consider their work-life balance.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that there is a culture of professional curiosity. They have established a programme of training. All staff know how to identify and report safeguarding concerns.

Governors complete regular safeguarding audits. Leaders carry out rigorous pre-employment checks before members of staff begin to work at the school.

Leaders work effectively with wider agencies when necessary to secure the help that pupils need.

Pupils learn about how to keep themselves safe. They can refer to the importance of not sharing personal details online. Pupils learn about road safety and talking to trusted adults when necessary.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some lessons, teachers do not routinely ensure that pupils are helped to recall prior learning. As a result, some pupils do not always remember what they have studied and cannot connect previous and current learning. Leaders should ensure that teachers routinely help pupils to recall prior learning and build their knowledge over time.

• In a small number of subjects and lessons, the way in which teachers check pupils' understanding does not always enable teachers to identify precisely what pupils know and remember. As a result, teachers cannot always help pupils to move their learning on at the most appropriate point. Leaders should ensure that checks on pupils' understanding are consistent across all subjects and that teachers have the strategies they need to identify gaps and move pupils' learning on.