Lorraine Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leadership and management are good. Leaders, managers and governors are having a positive impact on developing teaching and improving pupils' achievement. Pupils' spiritual, moral, social and cultural development is supported effectively, enabling them to understand the part they can play in modern Britain.

Pupils' behaviour is good. They are enthusiastic about learning and show respect and tolerance for others. Pupils feel safe at school and know how to stay safe.

Teaching is good because teachers are kind and encouraging and provide pupils with interesting work. Pupils of all abilities achieve well in reading, writing and mathematics fr...om their differing starting points. Pupils are confident speakers and are good at listening to others.

Children learn quickly in the early years provision. They gain confidence and are particularly good at speaking and listening. It is not yet an outstanding school because : Teachers and teaching assistants are not consistently challenging pupils to do their best writing.

They do not always provide them with clear enough guidance on how to improve next time. Pupils do less well in writing than in reading and mathematics. Pupils in Year 1 do not all form their letters correctly.

Middle leaders and governors do not check up on how well groups of pupils are doing rigorously enough, in order that any dips in achievement are tackled even more quickly.

Information about this school

Lorraine School is much smaller than the average-sized infant school. There is one full-time Reception class in the early years provision.

The private nursery sharing the premises is run by the same governing body but is inspected separately. The large majority of pupils are White British. The proportion of pupils for whom the school receives the pupil premium is above average.

This is additional funding for disadvantaged pupils known to be eligible for free school meals and children who are looked after. The proportion of disabled pupils and those who have special educational needs is broadly average. These pupils are not evenly distributed across the school.

There have been several changes in teaching staff since the previous inspection and some teachers are on temporary appointments to cover long-term staff absences. The new executive headteacher joined the school in January 2015. The school has been part of a federation of two schools since September 2008 and there is a shared executive headteacher and governing body.