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About Lisle Marsden Church of England Primary Academy
Lisle Marsden Church of England Primary Academy continues to be a good school.
The headteacher of this school is Daniel Kinsey.
This school is part of a single-academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Jeremy Woolner.
What is it like to attend this school?
There are high expectations for all pupils at Lisle Marsden Church of England Primary Academy.
This large primary school is nurturing. Staff know pupils well. Pupils' emotional well-being is a high priority.
They benefit from specialist staff to support this. The school rabbit brings joy ...to many pupils.
Pupils benefit from a variety of clubs, experiences and opportunities to develop their character.
The school strives to remove barriers to learning for pupils. As a result, pupils achieve well. The Christian ethos is woven through school life.
Pupils are encouraged by the school values. They refer to them when discussing work that they are proud of. Pupils' wider development is a real strength of the school.
Pupils behave well. They are respectful towards each other. They show consideration of their peers.
Pupils with special educational needs and/or disabilities (SEND) benefit from the inclusive nature of the school. They are included in lessons and wider opportunities.
The school teaches pupils how to use the internet safely.
Pupils confidently discuss the risks they may face online. Pupils have a weekly 'big question'. They reflect on this during their collective worship time.
This benefits their moral and spiritual growth.
What does the school do well and what does it need to do better?
The school has introduced an ambitious curriculum. This begins in the early years.
The curriculum choices develop lifelong skills for pupils. Pupils are proud of the vibrant school environment featuring examples of their work and achievements.Children make a good start in the early years.
They speak about the books they have recently shared. Children have regular opportunities to develop as artists. They benefit from the well-considered environment, both outdoors and indoors.
Children are confident when discussing their learning. They are keen to share independent writing.
The school has a strong reading curriculum.
The approach to early reading is well embedded. All staff are well trained. Children learn to read quickly and fluently.
Those who need help with reading receive timely support. Older pupils have daily teaching to develop their comprehension and reading skills. The school is beginning to introduce initiatives to encourage pupils to read for pleasure.
Pupils enjoy the new reading corners and libraries.
Pupils benefit from the well-sequenced curriculum across all subjects. Specialist staff create high-quality learning experiences.
Lessons are engaging. As a result, pupils enjoy their learning. Teachers provide resources to help pupils understand and remember important vocabulary.
In most subjects, teachers regularly check that pupils remember important knowledge before moving on to new learning. However, in some subjects, teachers do not provide regular opportunities for pupils to revisit prior learning. As a result, in some subjects, pupils do not have opportunities to transfer knowledge to their long-term memory.
Pupils with SEND receive the timely, effective support they need. They benefit from carefully curated sensory spaces. Teachers understand pupils' needs well.
They are well supported in lessons. They also have many opportunities to develop independence.
Pupils behave well.
They are considerate towards each other. Pupils encourage each other in lessons and discussions. Playground leaders contribute to harmonious playtimes.
Pupils are keen to involve others in activities. They are considerate and kind towards pupils with SEND. As a result, pupils feel included across school.
Pupils benefit from the breadth of wider opportunities available to them. All pupils learn to play a musical instrument. They take part in memorable regional music events.
The school ensures all pupils have equal access to extra-curricular activities and experiences. Financial assistance for residential trips and activities is managed sensitively. Pupils develop a firm understanding of equity.
They discuss fairness eloquently.
Those responsible for governance know the school well. There is a wealth of expertise in the governing body.
It provides supportive and effective challenge to school leaders. The school works in partnership with those responsible for governance to make improvements to the school. There are systems in place to promote good attendance.
The school manages workload well for staff.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, lessons do not provide regular opportunities for pupils to revisit prior learning.
As a result, some pupils do not remember the important knowledge they need to be ready for the next stage of learning. The school should ensure pupils have planned opportunities to revisit the identified important knowledge in the curriculum.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in July 2014.
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