Leintwardine Endowed CE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This school serves the community well. In addition to providing a good education, the school's leaders and staff take an active interest in local life. From selling puddings in the village to fundraising fun runs, the school does much to fuel community spirit.

Pupils learn a lot about being helpful and supportive members of society.

Pupils also learn a lot in lessons. The curriculum is well planned, and staff are ambitious for pupils.

Teachers treat pupils kindly but also make sure that pupils apply themselves in class. Pupils respond well to this. They work hard and behave well.

Pupils also support one another. Whether they are working together on c...lasswork or playing outside, they respect the school's rules and get on with others.

Bullying is uncommon, but staff teach pupils what to do should it happen.

Any problems or careless behaviour are sorted out promptly and fairly. Pupils feel safe and happy at school.

Imaginative and thoughtful leadership steers the school, showing regard for tradition while also keeping up with new ideas.

Over time, the school's expectations have risen and this shows in pupils' achievement and participation in school life.

Parents and carers rate the school highly.

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

Since the previous inspection, the school has strengthened several aspects of its work.

The teaching of early reading, for example, is now more organised and consistent. There is a smoother transition between Nursery and Reception classes, which helps to establish good habits from the start. The school has more suitable books, and daily phonics lessons target the right things at the right time.

Most pupils learn to read quickly. For those who take longer, the school provides informed and effective support.

On top of this, the school does much to promote reading.

Teachers regularly read aloud to their classes and talk enthusiastically about books. Staff run a well-attended lunchtime book club for pupils. Visiting 'mystery readers' from the community come into school to read stories to pupils.

Furthermore, well-chosen texts provide the backbone for an informed reading curriculum that builds logically from early years to Year 6. The school is now well placed to introduce the same level of deliberate progression to developing pupils' spoken language.

In other subjects, curriculum design identifies the essential knowledge that all pupils should know and remember.

In geography, for example, the curriculum is tightly focused on core content that will help pupils with future learning. It is simply set out and easy to follow. This makes it easier for teachers to do their jobs and for pupils to learn.

Assessment, on the other hand, is still at different stages of development.In subjects including mathematics and art and design, it works well because checks on pupils' understanding are an integral part of teaching and learning. Staff routinely assess learning in ways that help to embed knowledge and enable pupils to use it in more complex ways.

However, in some subjects, this practice is not so well established.

As well as lessons, pupils can attend clubs and go on school trips. In key stage 2, there are two residential trips that give pupils a taste of independence away from home.

The school also gets involved in community activities. This is a most distinctive aspect of Leintwardine Primary. At the time of this inspection, for instance, the school had supplied local restaurants with a sizeable quantity of Christmas puddings.

This and other such ventures teach pupils about the value of tradition and help to build community-minded attitudes that endure.

The school supports pupils' personal development in other ways too. There is a coherent personal, social, health and economic education programme.

Among other things, this successfully teaches pupils about safe, respectful behaviour. Pupils also take on responsibilities, such as those of being an ambassador or sports leader. In both these roles, pupils act as role models for others and look for ways to help out.

Furthermore, pupils are given opportunities to perform in front of an audience. During this inspection, children from early years and key stage 1 did a fine job in their Nativity performance for parents. Because the school takes these confidence-boosting activities seriously, pupils rise to the challenge and enjoy them.

They sing well and with joy.

Parents speak highly of the school. They like its inclusive nature and the support provided for pupils, including those with special educational needs and/or disabilities.

Inspection evidence supports these views. The school identifies pupils' needs accurately and provides a curriculum that enables all to achieve well.

Staff like working at the school and feel well supported by leaders and governors.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in some foundation subjects is still being developed. Leaders and staff have identified what pupils need to know.

However, their checks on what pupils remember and can use to help them grasp new learning are not as focused as they could be. Leaders should sharpen the focus of assessment so that it is manageable and efficient, helps to deepen pupils' learning and prepares them for what comes next. The school's plans for progression in pupils' spoken language do not have the same level of ambition and deliberateness as other aspects of English.

Many good things happen, but not in a carefully thought-out way. This means that some pupils do not develop their oracy skills as well as they might. The school should plan for more meaningful progression for all pupils in spoken language.