Leonard Stanley Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Belonging is at the heart of this welcoming and inclusive school. As a result, pupils are excited to come to school.

They are invested in the school's values, particularly in being kind. Pupils behave well. They play in harmony across year groups.

Pupils show genuine care for others. They have warm relationships with adults. This helps them feel safe.

Pupils contribute to the life of the school in many ways. For example, they get to be eco-councillors and take pride in keeping the school environment tidy. Pupils enjoy attending the variety of clubs that have been selected based on their interests.

Mountain biking, Bollywood and football club are firm... favourites.

The school has undergone significant change, including to leadership. It has rapidly evaluated and improved the curriculum.

While this is having a positive impact in some areas, the full impact is yet to be realised across the curriculum for all pupils. Work remains to ensure pupils remember their learning over time and apply their mathematical understanding. There is also more to do to support some pupils with special educational needs and/or disabilities (SEND) so they achieve the high ambitions the school has for them.

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

Intelligent and strategic leadership has meant curriculum development has been at the forefront of the school's work. The curriculum now specifies the precise knowledge pupils need to learn at each stage. Central to this have been efforts to foster a love of reading.'

Roald Dahl days' and 'rocket reading challenges' mean pupils are excited to 'get lost in a book'. Books to practise reading with match the sounds children are confident with. Trained staff address any gaps in knowledge.

As a result, pupils learn to read quickly.

The school has considered the local context while creating its broad curriculum. For example, 'life skills' afternoons build knowledge in coding and cookery.

Disadvantaged pupils are well considered through the design of the curriculum. Small steps of learning make clear what pupils need to learn. The school engages well with external agencies to support pupils with SEND where needed.

The effective systems in place ensure parents, carers and pupils are fully involved. While the school swiftly identifies pupils' needs, support plans are not always precise. This means that activities are not always well matched to pupils' needs.

Consequently, some pupils with SEND do not receive the support they need to learn the curriculum successfully.

In some curriculum areas, pupils find it hard to remember learning over time. This is due to previous deficiencies in the way the curriculum was designed and taught.

As a result, pupils have some gaps in their learning. However, the school's recent work is paying off. This is increasingly helping pupils to remember more of their learning.

For example, the school has strengthened the writing curriculum so that children's letter formation is secure before moving onto other technical aspects. Consequently, there has been rapid improvement in pupils' writing. Older pupils are able to write with flair.

In physical education, pupils talk confidently about how what they know about forward rolls helps them learn about barrel rolls further up the school.

The school has enhanced the mathematics curriculum. Knowledge of early number is prioritised.

For example, in early years, children learn numbers to 10 by counting the steps on treasure maps. While emphasis is placed on number fluency, pupils are not always given the opportunity to apply their mathematical knowledge to solve problems. This means some pupils do not develop the depth of mathematical understanding they need for future learning.

The revised behaviour policy is having a positive impact on pupils. Adults model the behaviour they expect to see. Pupils live up to these expectations.

They are polite and courteous. Careful tracking and personalised pastoral support means pupils attend well. The school cultivates strong links between school and home.

The carefully considered personal development programme helps pupils to learn how to keep safe and well. Pupils get a say in how to improve the school, for example, through many leadership roles. Strong links with the local church and community help pupils learn about and celebrate difference.

This prepares them for life in modern Britain well.

The new headteacher, supported by a skilled governing body and dedicated staff, has brought stability and direction to the school. Leaders and governors have an accurate understanding of the school's strengths and areas to develop.

They are not complacent and continue to drive improvements, so the children of Leonard Stanley receive the best education possible.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Support plans for some pupils with SEND lack specificity.

This means these pupils do not receive the support they need to learn the curriculum successfully in some areas. The school must ensure that targets are specific and measurable, and that pupils have an opportunity to demonstrate learning in these areas. ? In some subjects, the implementation of the new curriculum is still developing.

The previous curriculum left pupils with gaps in their knowledge and understanding. Consequently, some pupils find it hard to recall what they have learned over time. The school should help pupils to overcome their gaps and secure strong foundations for future learning.

• Teachers do not always provide pupils sufficient opportunity to extend their learning and apply their mathematical knowledge to problem solving and reasoning activities. This means that some pupils are not able to develop the depth of mathematical understanding they should. The school needs to ensure that teachers have the expertise to provide pupils with sufficient opportunities to develop their problem solving and reasoning skills through the curriculum.

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