Lings Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive school. Leaders have high expectations for all pupils. They are particularly determined that pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged achieve well.

Pupils are happy coming to school. They appreciate and enjoy the wide range of activities on offer. Leaders ensure that there are a range of activities to enrich pupils' lives.

One pupil reflected: 'If wasn't for the school I would never have wanted to dance!' Pupils learn about the significance of British values. Visits to places such as the Houses of Parliament help pupils to develop an understanding of democracy and citizenship. The school cele...brates the broad cultural heritage of its locality.

One parent typically stated: 'There is a lovely warm welcome every day at Lings. It is definitely a community school.'

Pupils behave well.

They are respectful of each other. They know the importance of 'doing the right thing'. Pupils have high expectations of themselves.

One pupil quoted the school motto, 'Set the standard', indicating the significance it held for them. Incidents of bullying are rare. Pupils know that staff will deal with bullying.

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

Leaders place the importance of learning to read and enjoyment of books at the heart of their curriculum. Leaders select reading books to enrich the teaching of curriculum subjects. Teachers challenge pupils to read a wide variety of books.

Pupils state that they enjoy hearing teachers read to them and that they 'bring books to life'. Leaders ensure that pupils learn to read as soon as they start in the early years foundation stage (EYFS). There is a consistent approach to the teaching of phonics.

Teachers support pupils if they fall behind. Appropriate support ensures that they catch up. If pupils enter the school with little spoken English, teachers provide rapid support to enable them to communicate and be able to read.

There is a well-constructed and ambitious curriculum. Curriculum plans make it clear the order in which pupils should learn content. In a few subjects, the precise knowledge that pupils need to know and remember has not been identified.

Teachers' subject knowledge is strong. This is because leaders provide focused training. Teachers provide opportunities for pupils to revisit prior learning.

Leaders ensure that teachers have the appropriate resources to support pupils when learning subjects. Pupils access these resources independently. Senior leaders ensure subject leaders have received training to improve their subjects.

Nevertheless, in a few subjects, subject leaders are not checking on the implementation of the curriculum closely enough, thus limiting their ability to improve provision in their area of responsibility.

Children in EYFS settle well. Teachers set clear expectations for how children should behave.

Staff model these expectations, particularly in pronunciation and listening to others. There is an excited yet focused atmosphere in this part of the school. All staff know what children should learn.

Staff check regularly what children know and remember. 'Star activities' help to address any gaps in children's knowledge that may have emerged. Leaders create clear connections across different elements of the curriculum.

For example, carefully chosen books help children to begin to understand the link between healthy diets and that food comes from plants. Children work collaboratively and they clearly enjoy doing so. For instance, a number of children sat patiently while another shared with them their learning in phonics.

Children make a strong start in EYFS.

Pupils with SEND are well supported. Curriculum plans clearly set out for staff what these pupils' needs are.

Regular training provides staff with the expertise they need to ensure that these pupils achieve well.

Pupils enjoy coming to school. There is a calm yet happy feel around school.

Expectations are high for pupils' behaviour and routines are well established. There is little low-level disruption. Should it occur, staff deal with it.

Pupils are courteous to one another. Relationships between pupils and staff are equally strong. While some pupils do not attend school as often as they should, leaders do all they can to encourage them to attend regularly.

Pupils learn the importance of equality and diversity. They have a strong sense of moral purpose. For example, one pupil stated when explaining discrimination: 'It is not okay to discriminate against people for who they are or what they believe in.'

Leaders provide many opportunities for pupils to take responsibility. 'Junior wardens' help to keep the community free from litter and 'young leaders' create games for others at playtime.

Governors are aware of their statutory responsibilities and undertake them diligently.

Leaders at all levels endeavour to reduce staff workload. Staff feel cared for. A common view described by one member of staff is: 'We are a real team, and everyone looks out for each other'.

Leaders have been well supported by the trust.

Safeguarding

The arrangements for safeguarding are effective.

The culture for safeguarding is strong.

Staff recognise the signs of potential harm. They understand the importance of sharing information if they have concerns. Systems for reporting and recording concerns are rigorous and robust.

The members of the safeguarding team regularly review these records. They seek external support where necessary. The team challenges agencies to ensure families get the right support.

Leaders make sure only appropriate adults work in the school.

Pupils feel safe. They learn how to keep themselves safe online and in the community.

If worried, pupils know of a trusted adult to go to.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have designed a well-structured and ambitious curriculum. However, in a few subjects, the precise knowledge that pupils need to know and remember has not been identified.

Consequently, teachers cannot check on what pupils have learned as well as they could. Leaders need to ensure that the key knowledge is identified in all subjects so teachers can check on what pupils understand and remember. ? In a few subjects, subject leaders are not checking on the implementation of the curriculum.

As a consequence, there are inconsistencies in a few subjects, which have an impact on what pupils can do, learn and remember. On a few occasions, the intended curriculum is not being delivered to its full extent. Senior leaders should make sure that subject leaders have the time to check precisely how the intended curriculum is being delivered and that it is having the maximum impact.