Loughton Manor First School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this energetic school. They live out the school's mantra of 'happy and safe'. They know who to talk to if they have any worries and that staff will help them if they need it.

This gives pupils confidence to be themselves. They are keen to talk to adults about their school and consider the school to be kind and welcoming. Pupils enjoy a wide range of extra activities.

Because families are so well known, the school is able to ensure that potential barriers to participation are addressed to ensure everyone is included.

Pupils are joyful. At break and lunchtime, they run, climb and dance.

Playing air guitar and the mud kitchen are regula...r favourites. Equally, when pupils want a quieter break, they read and engage in quiet play together. They quickly settle back into lessons because they enjoy their learning and know the school's routines well.

The school is ambitious for all pupils. In lessons, pupils of all ages are eager to learn and use their knowledge. As soon as they enter Nursery, children are taught to communicate effectively.

They express themselves well and listen to others with care and attention. Should they have a disagreement with a classmate, they know how to resolve their differences in a mature manner.

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

This school has a highly positive culture that focuses on enabling pupils to learn and succeed.

It is deeply rooted in its community and knows its families well. Parents are very positive about the care and attention that their children receive. Pupils with special educational needs and/or disabilities (SEND) are well known, and the school carefully plans the support that they receive to achieve well.

Much of the school's curriculum sets out precisely what pupils need to learn. In most subjects, lessons develop pupils' knowledge and love of learning. For example, phonics and mathematics lessons help pupils to quickly build their reading and number skills.

However, in a small number of subjects, the curriculum is newer and is not yet as secure. In these subjects, pupils are not consistently building their knowledge and understanding as well as leaders intend. Further improvements are being made to ensure that learning consistently meets the school's high ambition.

In most lessons, pupils' attitudes to learning are excellent. Children in early years are eager to join in and practise what they have learned. They are very well prepared for the move to Year 1.

Currently, leaders are ensuring key stage 1 pupils get the opportunities for extended writing and independent work to ensure they are fully prepared to learn well in key stage 2.

Pupils' personal development is exceptionally well considered. The school makes sure that pupils are taught the skills and knowledge they need about their local community as well as the wider world.

For example, there is a focus on teaching all children to ride a bike by the end of Reception, so that they can make use of the local cycle paths. Pupils are helped to understand the importance of equality. They like how the school's diversity and pupils' individual differences are valued and celebrated.

They are certain that everyone is treated fairly and included.

The school ensures that pupils in all year groups are taught to communicate well.Pupils start their daily circle time by greeting each other in a range of languages.

They are courteous and wait their turn. This mutual respect helps pupils to feel valued, important and able to do their very best. In Nursery and Reception, children express their feelings and ideas well.

Their play is both shared and detailed. It is aided by the rich resources and equipment on offer and by high-quality, targeted interaction with adults. Children are keen to help each other and understand that by working together they can achieve more.

For example, they help each other to cut out and attach paper superhero capes as part of their shared role play, leading to deeper and more meaningful play.

Reading is a high priority. Phonics teaching is consistent and effective.

Stories play a regular part of every pupil's day. Parents are helped to support at home through clear phonics information. The school's regular reading events, such as 'Books at Breakfast', are very well attended.

Pupils with SEND receive additional help with their reading if they need it. Similarly, other pupils who are not yet fluent readers benefit from regular intervention and catch-up sessions that build their skills and confidence.

The school is diligent in identifying any areas where pupils or families need extra support.

For example, the school uses a range of methods to help pupils attend regularly. Targeted support is in place for those who find attending regularly more difficult to ensure they do not miss out on any of the education on offer.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of foundation subjects, the school has not yet fully realised its vision for how the curriculum will be taught and assessed. Consequently, pupils do not learn as much as they could. The school should continue to implement the curriculum in these subjects so that the essential knowledge and skills that pupils need build securely over time.