Lime Tree Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at school. Many pupils enjoy the activities that leaders organise, such as 'lioness days' for girls to take part in football and basketball games. Pupils like taking on responsibilities in the school, including as school counsellors and mental health ambassadors.

They behave well.

This is a very inclusive school. Leaders and teachers teach pupils about equality and the importance of respecting other people's differences.

This is because they want pupils to respect people from all backgrounds. Pupils are taught about different types of bullying and why it is wrong. This includes racist and homophobic bullying.

If any bullying occurs, ...leaders deal with it appropriately.

Leaders have nurturing professional relationships with pupils. Pupils trust that adults will ensure they are kept safe.

Many pupils comment that they feel confident to speak to an adult in school if they are worried about anything. Pupils are safe.

Leaders have high ambition for all pupils.

Leaders have thought very carefully about the curriculum and how pupils learn different subjects. Typically, all pupils achieve well.

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

Reading is given high priority.

Pupils have opportunities to read and listen to stories daily. Phonics teaching begins when pupils join the school in the early years. Leaders check pupils' knowledge of phonics, and teaching builds on what children know.

Pupils read books matched to the sounds they know. Pupils who fall behind receive additional teaching and reading sessions to help them keep up. This consistent approach is effective in helping pupils to grow in fluency and confidence to read.

Pupils with special educational needs and/or disabilities (SEND) receive effective support. This includes pupils in the specialist resourced provision, which is for pupils with SEND. Leaders provide training for teachers and teaching assistants.

As a result, teaching staff recognise early on when a pupil may have SEND. Teachers adapt teaching and activities appropriately. This is so that pupils with SEND are able to learn alongside their peers.

Leaders arrange for therapists and other experts to provide specialist support to pupils with SEND.

Leaders have thought carefully about the curriculum. The curriculum matches the ambition and scope of the national curriculum.

Leaders decide the important knowledge that pupils need to know from the early years to Year 6. They sequence subject knowledge thoughtfully. Mostly, teaching makes sure that pupils know and can recall important knowledge.

For example, in mathematics, pupils have regular opportunities to revisit prior learning on the place value of numbers. As a result, pupils connect prior knowledge to new learning confidently. Leaders and teachers use assessment information to spot where pupils may need additional teaching and support.

In some subjects, the detailed curriculum is not as consistently implemented. This is because leaders' checks on teaching of the curriculum are not routinely thorough. Where this is the case, pupils' knowledge is less secure.

Leaders and teachers have consistent expectations of pupils' behaviour. Pupils are taught vocabulary to explain their feelings and think about their behaviour from the early years onwards. This includes pupils who attend the specialist resourced provision.

Typically, low-level disruption does not interrupt learning.

Leaders provide a range of opportunities to support pupils' personal development. Pupils enjoy a wide range of after-school activities.

These include cookery, coding and karate. Leaders arrange workshops and visiting speakers to speak to pupils on a range of issues, including mental health and keeping calm.

The governing body provides appropriate support and challenge for leaders.

Statutory responsibilities are carried out effectively. Leaders seek the views of staff on issues that impact their workload. Mostly, staff value the support they receive from leaders regarding their well-being.

However, some staff do not feel fully supported. Leaders are aware of these views and are considering ways to address the concerns of staff.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide appropriate safeguarding training for school staff. As a result, staff are aware of the signs that may indicate that a pupil may need help or support. Leaders follow up concerns swiftly.

They seek advice from external safeguarding partners. Leaders refer concerns to appropriate agencies quickly. Leaders escalate concerns if they are not satisfied that pupils are safe.

Pupils are encouraged to keep themselves safe. They are taught to report any concerns that may arise online. Pupils are taught the importance of maintaining healthy, age-appropriate relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas, the curriculum is not consistently implemented. As a result, sometimes, pupils' knowledge is not as secure as it could be. Leaders must ensure that the planned curriculum is delivered consistently well in all areas.