Lincewood Primary Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Pupils of all ages, including children in the early years, make good progress in their learning.

This is true regardless of their different starting points. Teachers usually pitch work at the right level so that pupils are stretched in their learning. Pupils are routinely interested and challenged by what they do in school.

The school meets the needs of disadvantaged pupils well. Disadvantaged pupils make good progress compared with other pupils nationally. Pupils who have special educational needs (SEN) and/or disabilities are well supported.

These pupils make progress in line with others in the school. Pupils behave consistentl...y well, both in and out of lessons. Pupils' personal development is promoted well.

They learn to keep healthy and be respectful of others. Pupils are confident learners. Improvements in teaching are well led.

Leaders have a clear vision for how pupils should be taught. They have secured teachers' commitment to this. Until recently, governors' oversight of safeguarding has not been sufficiently rigorous, and staff's understanding of how to keep pupils safe was not sharp enough.

Intervention and support from the local authority have rectified weaknesses in safeguarding procedures. Most teaching is well structured to ensure that pupils make good progress. However, when learning is not well sequenced, pupils are not adequately challenged, particularly in foundation subjects.

Information about this school

Lincewood Primary School is a larger than average primary school. The school is currently led by an acting headteacher with the support of an associate headteacher. The local authority is providing a high level of support to the school.

Lincewood Primary School has an average proportion of pupils who have been eligible for free school meals in the last six years. The proportion of pupils who receive support for SEN and/or disabilities is lower than the national average, while the proportion who have an education, health and care plan is above average. The proportion of pupils whose first language is not English is broadly in line with the national average.

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