Lostock Hall Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this welcoming school.

The school is ambitious for pupils, including for those with special educational needs and/or disabilities (SEND). Pupils strive to meet the school's vision of being the best that they can be by making the most of the learning opportunities provided for them. Pupils build their confidence and self-esteem through positive relationships with staff.

Many pupils, including those with SEND, achieve well across the curriculum.

The school has high expectations for pupils' behaviour. Most pupils across the school, including children in the early years, behave well.

This means that they can get on with their learning... without disruption. Those pupils who need extra support in managing their emotions are supported well by staff.

Pupils benefit from the range of clubs available to them.

These include different sporting activities, such as crown green bowling, yoga and cricket. The school ensures that many pupils, including those who are disadvantaged, benefit from these clubs. Pupils value the range of leadership opportunities that are available to them.

These could include being a school councillor, a head pupil, or a member of the school magazine team. Such opportunities build pupils' understanding of responsibility.

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

From the Nursery Year through to Year 6, the school has carefully considered the important knowledge that pupils should learn across the majority of the curriculum.

It provides teachers with information about what pupils should have learned in previous year groups. In the main, teachers use this information well to identify and address any gaps in knowledge that pupils may have, before moving on to new learning. Most teachers design learning opportunities that effectively build on what pupils already know.

Across many subjects, pupils are well prepared for the next stage of education.

The school has effective systems in place to identify the additional needs of pupils with SEND. Staff provide carefully considered support and resources which help pupils with SEND to access the curriculum and to progress well through it.

In a small number of subjects, some teachers do not have the subject knowledge that they need to be able to deliver the curriculum effectively. This leads to some aspects of the curriculum not being taught in sufficient detail. As a result, some pupils' learning is insecure.

In one or two subjects, the school has not set out the important knowledge that pupils should learn. This makes it difficult for teachers to know what knowledge to prioritise when designing lessons. Consequently, in these subjects, some pupils have gaps in their knowledge and do not achieve as well as they could.

The school places a high priority on the teaching of phonics. Well-trained staff teach the school's phonics programme consistently. They carefully check for any gaps in pupils' phonics knowledge.

Timely extra support addresses these gaps and helps pupils to keep up with their classmates.

Children begin to develop a love of books in the early years. They know and enjoy a range of stories, rhymes and songs.

As pupils begin to read books, the school ensures that these closely match the sounds that they have learned. Pupils use effective strategies to read unfamiliar words. This helps them to experience the pleasure that comes from reading a book.

Many pupils become fluent readers by the end of key stage 1.

There is a calm and purposeful atmosphere around the school. Pupils are attentive in class.

Children in the early years quickly learn the class rules and routines. They cooperate well with one another. Staff in the early years skilfully help children to develop their resilience.

Pupils have superb attendance at school. The school's attendance systems and procedures are highly effective. Any concerns about pupils' attendance are swiftly picked up and addressed at an early stage.

Pupils experience many opportunities to enhance their personal development. For example, they understand how to keep themselves safe online. Pupils understand the importance of having a healthy diet.

They know that too much sugar can cause tooth decay. Pupils take part in regular outdoor learning, which helps them to develop their teamwork and problem-solving skills. In the early years, children are encouraged to eat healthily.

At snack time, they eat fruit and vegetables. These children learn how to become increasingly independent, such as putting their coats on by themselves.

Governors have a clear understanding of the school's strengths and priorities for further improvement.

They provide effective support and challenge linked to the quality of education. Staff are proud to work at the school. They are highly positive about what the school has done to support their workload and well-being.

This includes leaders minimising any unnecessary paperwork and staff having access to external well-being support.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In one or two subjects, the school has not finalised its curriculum thinking.

This hinders teachers from designing learning that helps pupils to build up a deep body of knowledge. The school should ensure that it finalises its curriculum thinking so that it is clear what pupils should learn and when this knowledge should be taught. ? In a small number of subjects, some teachers do not have the subject knowledge that they need to teach the intended curriculum effectively.

As a result, pupils have gaps in their knowledge. These gaps hinder pupils' ability to make sense of new learning and they do not achieve as well as they could. In these subjects, the school should ensure that teachers have the knowledge that they need to effectively teach the curriculum so that pupils achieve well.

Also at this postcode