Lexden Primary School with Unit for Hearing Impaired Pupils

Highlights from Latest Inspection

Outcome

Lexden Primary School with Unit for Hearing Impaired Pupils continues to be a good school.

What is it like to attend this school?

Pupils are proud to talk about, and show off, their school. They appreciate the positive relationships they have with their 'amazing' teachers. Pupils, including those with special educational needs and/or disabilities (SEND) are safe and well cared for.

From the start of early years, pupils learn and model the kindness and good behaviour leaders expect of them. Pupils follow the golden rules. They get along well during lessons and at playtimes.

Pupils explain that while there may be an occasional disagreement, there is little bullying. Adults a...re quick to put a stop to any incidents that occur. This makes for a happy, relaxed school community.

Pupils like the topics they study. They develop curiosity and commitment in their learning. Pupils stick at tasks, even when learning gets tricky.

Pupils enjoy a good story and are eager to talk about the 'special books' they have read.

Pupils like the wide range of activities leaders provide for them, such as the signing choir and numerous clubs. Pupils make enthusiastic use of the scooters, costumes and trolleys during breaktimes.

They are also eager to take on responsibilities such as a class job, or escorting visitors and new pupils around their school.

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

Governors and leaders share a wholehearted commitment to inclusive education. They have thought carefully about what constitutes the right curriculum for Lexden pupils.

Leaders have considered how pupils learn best, including those supported by the unit for hearing impaired pupils (UHI). Pupils, including those with SEND, study an ambitious, well-designed curriculum underpinned by the school's values.

In the majority of subjects, leaders have specified the 'sticky' knowledge that pupils should learn.

Where this is the case, teachers deliver the curriculum in line with leaders' expectations. Teachers have good subject knowledge. They introduce pupils to new content in small steps.

Teachers give pupils plenty of time to talk about and practise what they study. Teachers check that pupils have a firm grasp of new information. In pre- or post-tutoring sessions, skilled staff support pupils who need extra help.

In most subjects, pupils, including those with SEND, remember what they study, and achieve well.

Leaders are finalising their thoughtful improvements to the curriculum. In a couple of subjects, they have not set out what they want pupils to learn year on year.

In these subjects, some teachers are uncertain about what pupils should have learned in previous years. Teachers choose activities that interest and enthuse pupils, but do not securely build up pupils' subject knowledge over time. This means that teachers are not always able to accurately assess pupils' progress.

So, pupils do not achieve as well as they could.

Staff and pupils share a love of reading. From the start of early years, stories form an important part of each day.

Staff teach phonics well. They make sure pupils practise their phonic knowledge by reading books full of familiar words and sounds. Pupils choose to read more challenging stories too.

Leaders ensure pupils sustain their enthusiasm for reading. Pupils like the 'reading theatres' and reading groups in which they read aloud to adults and pupils. Pupils enjoy reading stories and poems in assemblies.

Most pupils become confident, fluent readers.

Leaders establish a detailed understanding of the needs of pupils with SEND, including those supported through the UHI. Leaders share this information with teachers and teaching assistants.

Teachers adapt teaching to provide these pupils with the right support in their learning. Skilled teaching assistants support pupils from the UHI to learn the same curriculum as their classmates. Pupils with SEND are included in all aspects of school life.

Pupils learn plenty about different cultures and faiths. They also understand the importance of rules. Pupils recognise that the golden rules 'make school a better place to learn, to be safe and enjoy learning'.

Pupils, including those supported by the UHI, become more confident and reflective the longer they remain as Lexden. Pupils work well together, share ideas and celebrate each other's achievements. They are keen to be role models to younger pupils.

Pupils also learn the value of hard work. They understand that this supports them to achieve their best. Through their weekly well-being sessions, pupils appreciate the importance of relaxation and reflection.

They say this readies them for the next steps of their learning.

Governors and senior leaders are considerate of staff workload and well-being. Staff enjoy working at the school.

They are proud of the difference they make. Parents are overwhelmingly positive about Lexden Primary School and Unit for Hearing Impaired Pupils.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have instilled a deep safeguarding culture. Governors are vigilant in checking that this is the case. There are robust recruitment processes in place.

This includes detailed records of the checks carried out on staff working at the school.Staff know that no concern about pupils' safety is too small to ignore. Staff understand and follow school procedures for reporting any concerns they have about a pupil's welfare.

Leaders follow up on these concerns swiftly. This means that pupils and families get the support that they need.

Pupils learn to keep themselves safe in different situations.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not finished improving the curriculum in a few subjects. They have not provided teachers with precise guidance as to what pupils should learn in these subjects. Teachers do not choose teaching activities and content that securely build pupils' progress over time.

Pupils do not achieve as well as they could. Leaders must give teachers training so they are well placed to teach and assess pupils' progress equally well in all subjects.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in March 2014.