Loudwater Combined School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are prepared for their next stage of education thoroughly.

Staff have very high expectations for pupils' learning, particularly in key stage 2. This helps pupils to achieve successful outcomes in reading, writing and mathematics consistently well. Disadvantaged pupils, including those with special educational needs and/or disabilities (SEND), learn the curriculum effectively and are supported expertly.

Pupils are polite and articulate. They move around the school and playground respectfully. Pupils know the school's values such as equality and empathy and how these relate to inspirational figures from the wider world, as well as each other.

Pupils have... extremely positive and caring relationships. They respond to a strong personal, social and health education (PSHE) curriculum wonderfully well. Pupils are very happy and learn how to keep themselves safe.

They learn to reflect on carefully chosen texts and digital media thoughtfully. Pupils are encouraged to explore questions such as, 'What is this information really telling us?' when they are reading. Pupils written work in books is of a high standard across the curriculum.

From the start of Reception, the school promotes pupils' good attendance robustly. The school establishes a positive and supportive culture which helps pupils to improve their attendance and punctuality increasingly.

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

The school is highly ambitious for all pupils.

The school provides thoughtful adaptations to the curriculum for pupils with SEND and works with external specialists to support these pupils, where needed. For example, an excellent early morning programme helps pupils to learn readily. In some subjects, such as Spanish and mathematics, the curriculum is developed systematically and helps pupils to build key knowledge and skills deeply.

Where practice is strongest, teachers have adept subject knowledge which helps to implement sequences of lessons securely. In these subjects, this impacts on pupils' learning significantly. Staff check how well pupils have learned the curriculum and provide precise support so that pupils learn successfully.

However, in some subjects and subject areas, including in the early years, staff expertise is not as effective. This means that lessons are not always contributing to pupils' learning as successfully as they could. Pupils do not always build on their prior knowledge as strongly as they do in other areas of the curriculum.

Reading is prioritised. Phonics and early reading begins from the start of Reception and all staff are well trained to deliver a robust approach. Reading books are matched closely to the sounds that pupils know.

If any pupils fall behind, pre-teaching and further follow-up lessons help them to catch up with their peers quickly. Pupils develop a love of books and are encouraged, as one member of staff described, to 'wonder aloud' in preparation for increasingly academic study as they progress through the curriculum. Pupils reflect thoughtfully on the challenging books that they study.

Pupils often link texts to their own experiences, which helps them to discuss mature concepts such as empathy and supports them with high levels of engagement in their learning.

In the early years, children learn to read systematically. Staff develop children's communication and language through a carefully planned curriculum.

However, across some areas of learning in Reception, some activities are not always meaningful enough for children to help them build knowledge and understanding as successfully as they could.

Pupils enjoy a wide range of opportunities that help to develop their talents and interests. For example, football, netball and choir are highly valued and well attended.

Trips and visits enhance the curriculum, such as a Shakespeare day workshop and residential trip to the Isle of Wight. These experiences help pupils to build confidence and feel very well prepared for their next stage of education. Staff have the highest expectations for pupils' behaviour.

Clear systems and approaches ensure that any behaviour incidents are managed swiftly and robustly. Pupils know what is expected of them. They have a positive impact on each other's learning and well-being.

Since the previous inspection, the school has made a number of improvements. Governors play a key role in realising the school's vision and know the school's strengths and areas for development with valuable insight. They engage with staff proficiently and take a proactive approach to supporting staff with workload and well-being.

Governors offer robust support and challenge with full understanding of their statutory responsibilities. Safeguarding has been a priority area of the school's improvement work and the school has rightly developed this to be a strength of their current provision.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, not all staff have the subject expertise they need to deliver the curriculum exceptionally well. As a result, some pupils do not learn as effectively as they could. The school should continue to develop subject knowledge across the staff team, including in the early years, so that all subjects can be implemented in line with where practice is strongest.

• In the early years, some activity choices do not help children learn the intended curriculum as effectively as possible. This means that a small proportion of children are not developing their knowledge and understanding across some areas of learning fully. The school should ensure that staff are supported effectively to design meaningful activities for all children across all areas of learning.