Littleport Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils appreciate being part of this caring community school.

Pupils, and children in the early years, are happy and safe within the school's well-established values. They show kindness towards each other and treat those around them respectfully. Rather than seeking rewards, pupils behave well because they know it is the right thing to do.

Play time is pleasant, and pupils have fun together on the playground. Older pupils, such as the 'playground buddies', model positive play and arrange fun activities for children in the early years.

Overall, pupils achieve what they need to take positive next steps in their education.

Pupils typically work hard in ...lessons to reach the school's high ambitions for what pupils can accomplish. Children in the early years delight in learning. They benefit from the learning activities that staff provide.

Pupils are inquisitive and ask insightful questions about what they are learning. Pupils leave Year 6 ready for secondary school.

Pupils learn about the wider world.

They benefit from educational visits, such as the Year 6 residential trip to London. Pupils also understand the importance of supporting their community. For example, they arrange and help run events to raise money for charitable causes.

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

In recent years, the school has changed the curriculum to ensure that pupils learn and achieve well. The school has completed the redesign of the curriculum in key stages 1 and 2. The school has not finished their work in the early years.

In key stages 1 and 2, curriculum plans are well organised and clarify the exact knowledge that teachers must teach in preparation for pupils' next steps in learning. However, this is not completely the case in the early years. As a result, teachers do not always know exactly what children must learn, so sometimes do not emphasise key knowledge that is needed for key stage 1.

This means that children occasionally do not learn what they need.

Overall, teachers have a strong subject knowledge and arrange effective learning activities. They routinely review important knowledge so that pupils remember.

Staff regularly check what pupils know and can do and provide any necessary support. However, on occasion, learning in key stage 1 and in the early years does not sharply focus on the intended knowledge pupils must know and remember. When this happens, pupils do not do as well in the next steps of their learning.

The school provides effectively for pupils with special educational needs and/or disabilities (SEND). The school precisely identifies pupils' needs and provides staff the guidance they need to support these pupils. Staff provide adaptations that help these pupils learn what they should.

The school's 'Treehouse' provision supports pupils well to be fully included in the life of the school. The provision also helps pupils achieve the outcomes stated in education, health and care (EHC) plans.

The school has a well-developed approach to teaching pupils how to read.

In the pre-school, staff support children well to learn how to communicate effectively. Staff in the early years ensure that children start Year 1 ready to develop their reading. In 2024, the school's performance in the national screening for phonics was below the national average.

However, the school provides effective support for pupils who find reading difficult. By the end of key stage 1, most pupils become fluent readers. Teachers make sure pupils read books that match their abilities and interests.

Pupils enjoy reading and appreciate the school's well-stocked library.

Staff teach the school's values effectively. Consequently, pupils behave well in lessons and during playtime.

In the early years, children quickly learn the school's routines and expectations. They readily share and take turns. In lessons, pupils typically sustain concentration and focus on their learning.

Leaders have taken effective action to reduce pupil absences after an increase last academic year. Working with parents and carers, the school has provided effective support to ensure that pupils maintain regular attendance.

The school teaches pupils about the different beliefs and lifestyles in wider society.

Pupils have opportunities to practise fundamental British values in activities, such as electing school council members. Pupils are prepared for life in modern Britain.

Governors are well equipped to ensure that the school provides the best possible education.

They have an accurate view of the school and hold leaders accountable for the quality of the school's provision.

Parents and carers and staff are positive about the school. Staff morale is high.

They appreciate and benefit from the school's strong professional development. Staff also value the way leaders support them to maintain a reasonable workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Knowledge is not precisely planned in early years. As a result, children are not always well prepared for key stage 1. The school must ensure that the early years foundation stage curriculum helps children to acquire the knowledge they need to be ready for key stage 1 and future learning.

• In key stage 1, teachers do not always focus learning activities on the intended knowledge. When this happens, pupils do not learn what the school has planned. The school must make sure that teachers direct learning activities at the specific knowledge pupils are expected to learn.

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