Lerryn CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud of Lerryn CofE Primary School.

The school motto, 'Small but mighty', is celebrated by the school community. One pupil said, 'We are a small school, but a giant family.' Staff develop strong, positive relationships with all pupils.

This helps pupils to learn in a nurturing environment where they grow in confidence.

The school has high expectations for all pupils to be successful. The trust has brought about rapid improvements to the curriculum to ensure that pupils learn with success.

The trust has used the expertise of its leaders to support curriculum design and implementation. These actions are making a positive difference ...to the quality of education that pupils receive.

Pupils and parents value the wider opportunities available to pupils.

This is a strength of the school. Pupils enjoy extra-curricular clubs, such as sport and art clubs. They participate in regular events with other schools in the trust.

These include sporting competitions and a range of residential visits that begin in Year 2. Pupils also take part in local community events, such as the 'harvest experience' at a local church.

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

The school is ambitious for all pupils.

The curriculum sets out the knowledge pupils need to learn. For subjects that are further ahead in their development, such as mathematics, the precise knowledge the school wants pupils to know and remember is clearly sequenced. Staff use a range of strategies to help pupils build their knowledge.

Regular opportunities are provided for pupils to revisit what they have learned before. Assessment is used to check how well pupils are learning the curriculum. For example, across subjects, teachers use 'quizlets' to see how well pupils are building their knowledge.

As a result, pupils deepen their knowledge well over time. However, in some subjects, the school has not identified with enough precision the essential knowledge pupils need to learn. Consequently, some pupils have gaps and do not build their knowledge as well.

Staff know and support the individual needs of pupils with special educational needs and/or disabilities (SEND). Early identification ensures that these pupils get the help they need. Learning targets to support pupils with SEND to catch up are precise.

As a result, these pupils are well supported to learn successfully alongside their peers.

The school helps pupils to learn to read fluently. Pupils are taught in groups that are well matched to their stage of learning.

Staff identify pupils who fall behind and support them to catch up. Pupils read books that match the sounds they know to help them become fluent readers. A love of reading is promoted.

The new 'nook' area is a calm space where pupils enjoy sharing books. Carefully considered texts across a range of genres are selected for pupils to get to know well. Pupils value the role of 'reading buddies' and regularly share a good book with each other.

Pupils behave sensibly and show positive attitudes to their learning. They know the school rules well and understand how these help them to be successful. Attendance is monitored with rigour.

The school takes swift action to continue to improve attendance. Bullying is not a concern. The school teaches pupils the importance of being a good friend.

This is well understood by pupils.

Pupils are encouraged to develop beyond the academic curriculum. They say that equality is important to them.

They understand difference along with the protected characteristics. As a result, they are accepting of those who are different to themselves. This helps pupils to be respectful citizens, preparing them well for life in modern Britain.

The outdoor learning curriculum enhances pupils' understanding of the wider world. For example, younger pupils are taught about rail safety when learning about transport.

Staff appreciate the training provided by the trust to help with the implementation of the curriculum.

Local governors and trustees know the school well. Together, they are determined to make a positive difference for the pupils at this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the essential knowledge pupils need to know and remember is not identified with enough precision. As a result, pupils do not yet build their knowledge as well as they do in other subjects. The trust must ensure that the precise knowledge is identified and sequenced across all subjects and check that pupils are learning the curriculum well.