Lindridge St Lawrence CE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Lindridge St Lawrence is a happy and welcoming school. It has a strong focus on nurturing the whole child. All staff promote the school's inclusive values of 'Hesed, Hamdah, Honesty and Horizons'.

These are carefully woven through all aspects of school life.

Overall, pupils achieve well. Staff have high expectations of pupils and expect them to work hard and achieve their best.

They want all pupils, including those with special educational needs and/or disabilities (SEND), to become well-rounded learners. Pupils respond with positivity and enjoy the work that their teachers prepare for them.

Staff know the pupils very well.

Relationships bet...ween staff and pupils are positive. Pupils are respectful and polite in lessons and at play. They respond maturely to the routines in place to support positive behaviour.

Bullying is rare but if it happens, adults sort it out quickly. Pupils feel safe and appreciate how much the adults at school care about them.

Pupils enjoy the variety of trips and visits that the school has on offer.

They talk enthusiastically about the clubs, including mechanics, art, sewing and multisport. There are also many opportunities for pupils to take on additional responsibilities.

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

Leaders are clear in their ambition for the school.

This ambition has been instrumental in bringing about the improvements seen since the last inspection. Leaders want the very best for every pupil. They have established a broad and exciting curriculum that is ambitious for all pupils, including those with SEND.

Overall, pupils achieve well across a wide range of subjects. However, some aspects of the curriculum are new. Leaders have therefore not had time to check if the planned curriculums in some subjects enable pupils to make progress and achieve well in the subject.

True to the school's motto of 'Discovering life in all its fullness,' pupils become inquisitive and confident learners. Teachers explain new information well and clearly. They ensure that pupils understand the important knowledge required so they can be successful in their learning.

Teachers carefully check what pupils know and what they do not. In some subjects, teachers regularly go back over what pupils have learned before. This helps pupils to remember and use knowledge in new learning well.

However, this is not consistent in all subjects. Pupils sometimes do not recall knowledge or demonstrate their understanding as well as they might.

Leaders ensure the teaching of reading is prioritised throughout the school.

Teachers encourage pupils to develop a love of reading from the start. Teachers ensure that there is consistency in how pupils learn and practise their phonics. They make sure that pupils read books that match the sounds they know.

Pupils know how to use their phonics to help them read unfamiliar words. Anyone who is falling behind is provided with extra support to help them catch up. Teachers make sure that pupils read frequently to an adult.

They ensure that pupils read a range of high-quality texts. Pupils use these texts to help develop their reading skills. Pupils enjoy hearing adults reading their favourite stories.

Pupils develop as confident, fluent readers who enjoy a varied range of fiction and non-fiction.

In mathematics, leaders and teachers know what they want pupils to learn and have set ambitious goals. Children develop their knowledge of number in the early years through effective teaching and practical activities.

Teachers make sure that knowledge and skills are taught step by step and that they build on previous learning. Pupils practise their arithmetic and times tables regularly. Pupils enjoy learning mathematics and are confident in what they know.

Pupils with SEND are identified at an early stage. They receive carefully planned and adapted support. They achieve well, in an environment where they can fully take part in school life.

Opportunities in the curriculum to promote pupils' personal development are plentiful. Pupils in all year groups go on at least one visit a year, such as visits to a steam railway and cathedral. Pupils have many leadership opportunities, such as being prefects and members of the 'assembly crew'.

The school has good links with the local high school to make use of their facilities to enhance pupils' learning.

Governors have a clear understanding of their role. They are highly involved with the school and are well informed.

They actively help leaders to improve the school.

Staff say they feel valued at work. Leaders manage workload and well-being in supportive ways.

Parents are overwhelmingly positive about the school. They praise the inclusive culture and the way staff care for pupils.

Safeguarding

The arrangements for safeguarding are effective.

Leaders take their safeguarding responsibilities very seriously. Staff receive regular training and updates to keep their knowledge up to date. They know the importance of reporting concerns quickly and accurately.

Leaders act promptly on the information they receive, so that pupils and families get the support they need.

Leaders carry out vetting checks when employing staff. The record of these checks is maintained well.

Leaders seek out effective ways to support pupils. Pupils are taught how to keep themselves safe, both online and in the local community. They are confident to speak to school staff about any worries they may have.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not yet reviewed and evaluated the recently introduced aspects of the curriculum. This means that leaders do not know if the new curriculums are enabling pupils to achieve well. Leaders should ensure that they monitor the implementation of the curriculum carefully, to assure themselves that all pupils are achieving well.

• In some subjects, pupils do not have enough opportunities to practise and demonstrate what they have previously learned. This means that, in these subjects, pupils struggle to remember what they have been taught. Leaders should ensure that pupils have regular opportunities to revisit learning so that they know and remember more long term.