Loseley Fields Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Loseley Fields is a vibrant and ambitious school. Pupils feel happy and safe because of the caring nature of the school community.

Pupils love coming to school and look forward to learning new things. They respect their teachers and like to be with their friends. Pupils are bright, curious and eager to please.

Leaders set high expectations for pupils' learning and behaviour, and pupils rise to the challenge superbly. They know that staff always expect them to be polite and try their best. Pupils are very kind to each other and are proud of how friendly and welcoming their school is.

Pupils say that bullying is not a worry. If issues occur, staff respond quick...ly and effectively. Pupils really enjoy playing together in the beautiful school grounds, with many activities to choose from.

Work on personal development, including pastoral care and citizenship, is exceptional.

Parents are overwhelmingly positive about this school. For example, they appreciate the inclusive approach and that pupils are treated as individuals.

Everyone works together to enable all pupils to feel that they belong. Summing up the views of many, one parent said: 'The teachers go above and beyond with activities linked into the curriculum that really engage the children. Our son is very lucky to attend such a wonderful school.'



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

Leaders want every pupil to succeed and flourish. The school is now firmly back on track and delivering an ambitious curriculum. Leaders have set out clearly what they want pupils to know and remember in each subject.

They have also ordered the teaching logically so pupils can build their learning over time. As a result, pupils are achieving well. However, pupils do not always remember the key knowledge well enough.

The school's approach to assessment, particularly in foundation subjects, needs further refinement. This will enable teachers to check understanding systematically and enable pupils to embed their learning fluently. Leaders are aware and have plans to address this.

Leaders are determined that pupils with special educational needs and/or disabilities (SEND) benefit from the full curriculum in all its richness. This starts by identifying pupils' needs accurately as early as possible and then providing tailored support. Staff have high expectations of pupils with SEND, whether in mainstream or in the SEND resource base (Solar Centre).

Learning is adapted so that they experience success, feel they belong and build independence. As a result, pupils with SEND are equipped and enthused to learn.

Reading is a clear priority in the school, for enjoyment and as a means for learning in all subjects.

The phonics programme leads to a consistent approach to the teaching of reading from the early years onwards. Pupils know the sounds that letters make. They regularly practise these sounds and blend them together well.

This leads to pupils becoming confident, fluent readers quickly. Reading activities give pupils the regular practice they need and help teachers identify those who need help to catch up. Teachers' passion for reading inspires many pupils, including expanding their vocabulary.

The reading curriculum also has a positive influence on the improving quality of pupils' writing.

Pupils' behaviour is impeccable. They are proud of their work, and leaders take every opportunity to celebrate their efforts and achievements.

In the early years, children get off to a strong start because there are well-embedded routines linked to learning. The culture for behaviour and learning is now positive because relationships are strong and genuine. Leaders provide pupils with the strategies to manage their own emotions and behaviour.

The proactive pastoral support, for example the work of the eco-therapist and effective staff training, is helping pupils focus on learning and building resilience.

Participation in extra-curricular activities is exceptionally high. Leaders target opportunities to benefit those pupils who need it most.

Focused work and opportunities with the most vulnerable in mind have helped to improve outcomes and raise aspirations. This underlines the moral purpose of leaders to do 'whatever it takes'. In addition to a vast array of sports clubs, pupils enjoy experiences such as construction kits, gardening and art club, where they can develop their confidence and creativity.

Pupils take their leadership responsibilities seriously and appreciate being sports leaders, reading buddies or sustainability ambassadors. Active citizenship and contributing to the community are very well considered and make a difference.

Governors and trust staff are knowledgeable and work effectively alongside leaders to develop clear strategic plans.

They ask the right questions and always check for impact. This helps leaders to constantly refine the quality of education as well as provide high-quality professional development across the trust. Staff feel very well supported and empowered by leaders who think carefully about staff workload and well-being, without compromising on school improvement work.

Safeguarding

The arrangements for safeguarding are effective.

Pupils' well-being and safety are priorities for everyone. Staff are very well trained.

They know pupils and their families well and swiftly identify any child who may be at risk. Staff also know what to do to report any concerns. Leaders work as a skilled team.

They are resolute and take decisive action. They liaise closely with external agencies to ensure that pupils receive the support they need. The appropriate checks are carried out on adults who work in the school.

Records are accurate and checked meticulously. Pupils, staff and parents agree that the school keeps pupils safe. Leaders assess and manage risks well.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In foundation subjects, teachers do not always incorporate effective assessment opportunities into lessons. This means teachers do not consistently check for understanding and ensure that knowledge and skills build securely over time. Leaders need to refine their approach to assessment so it is systematically checking understanding and supporting pupils to use knowledge fluently so they can remember more.

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