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Pupils, staff and governors are incredibly proud to be part of the Lingey House family. Many are 'Lingey ducks' who have enjoyed a long association with the school. Staff know the pupils and their needs extremely well.
Warm, nurturing relationships between pupils and staff are seen throughout the school.
Pupils' behaviour is exemplary. They are very polite and respectful.
In lessons, pupils listen carefully to their teachers. They engage in their learning with enthusiasm and focus. At social times, pupils play cooperatively together.
The school has high expectations of all pupils. The school is highly inclusive. Pupils, including those with special e...ducational needs and/or disabilities (SEND), are supported effectively.
Pupils achieve well.
The school offers pupils an impressive range of ways to thrive and develop beyond the classroom. Pupils engage extremely well with the extensive outdoor play and learning facilities.
Pupils contribute well to their local community through activities such as tree-planting and litter-picking. Pupils work with community liaison officers to take on the role of the 'mini-police' enthusiastically. They benefit from the leadership opportunities provided.
These include reading, outdoor play and the role of mental health ambassadors.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious for all pupils, including pupils with SEND. Pupils study a broad curriculum.
The curriculum is planned clearly from early years to Year 6. Careful consideration has been given to the knowledge that pupils need to learn and remember. The school recognises the need to develop pupils' writing skills.
Teachers deliver the curriculum consistently well. They start lessons by supporting pupils to remember what they have been taught before. Pupils use this knowledge to access new learning.
Teachers check pupils' understanding. They quickly address any misconceptions that pupils might have. Staff receive the training and support they need to teach the curriculum well.
As a result, most pupils make pleasing progress and achieve well. Pupils with SEND receive effective support in lessons. The school works well with a range of professionals to support pupils' individual needs.
The school has prioritised the teaching of reading. In Nursery, children begin to recognise sounds through a range of stories, songs and rhymes. Reading lessons are well embedded in Reception and key stage 1.
Staff routinely check the sounds that pupils know. The school quickly puts support in place for pupils who experience difficulties with reading. As a result, pupils acquire phonics knowledge rapidly.
Older pupils develop their reading fluency and understanding of more challenging books. The school has carefully chosen the books that pupils read as a class. Pupils read a range of high-quality stories and authors.
These books help to teach pupils about different cultures and backgrounds.
Children settle into early years well. They quickly learn the routines that help them to become independent learners.
The early years curriculum supports children well to develop their language and communication. Staff reinforce the use of vocabulary by modelling it accurately. They ask children questions skilfully to promote discussion.
Children engage well in both adult-led and child-initiated activities.
Pupils display excellent attitudes towards learning in lessons. Classroom routines are well embedded and ensure quick transitions between activities.
Social times are exciting and productive. Outdoor play and learning are strengths of the school. The school teaches pupils to be independent.
For example, the school gives pupils the tools to resolve conflict. Pupils are taught to risk assess situations by asking, 'Will it hurt?' and 'Will it break?'. This learning helps pupils to play cooperatively and safely.
Pupils make dens, play in the mud kitchen, play sport and perform. Their resilience, creativity and problem-solving abilities are highly developed.
An impressive programme of personal development runs throughout the school.
Educational visits enrich pupils' learning. Pupils develop their interests and talents in a wide range of extra-curricular clubs, including for cheerleading, street dance, sewing, coding and mindfulness. Pupils learn about healthy relationships thoroughly.
They celebrate diversity. Pupils debate challenging moral issues with knowledge and consideration.
Leaders have a strong, unified vision for the school.
They have identified precisely the school's strengths and areas to develop further. Governors are highly skilled and knowledgeable. They visit the school regularly.
Governors meet with pupils and staff to assure themselves of the standards in the school. Staff feel well supported by school leaders.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's refinements to the writing curriculum are not yet fully embedded. Addressing this is important, as pupils have limited opportunities to write at length, and their composition and editing skills are not as assured as they should be. The school must further refine the teaching of writing so that pupils' knowledge and skills are developed well.
