Lovers Lane Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school. Pupils, parents and carers, and staff describe it as a friendly, nurturing school.

The pupils are a credit to the school. They are respectful and kind to each other. Adults have high expectations of pupils' behaviour.

Pupils respond well to these. There is a calm and ordered ethos in the school.

Pupils feel safe in school.

They say that bullying is rare. They are confident that any occurrence would be sorted out quickly. If pupils have a concern or a worry, they are confident that the adults in school will listen and help them.

Pupils enjoy the opportunities to take on responsibilities, such as school coun...cillors and breathing ambassadors. They aspire to become reading ambassadors because they understand the value of reading.

Pupils are taught the full range of subjects of the national curriculum.

However, leaders have not yet made sure that pupils' learning is carefully planned and delivered consistently well across all subjects and year groups, including in the early years. Pupils cannot recall some of the key knowledge they have been taught in some subjects.

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

Since the previous inspection, leaders have focused their attention on developing the curriculum.

However, the precise knowledge that pupils need to learn in some subjects, such as science and history, are not yet sufficiently well planned or sequenced. In these subjects, teachers are not always clear about what to teach or the best order in which to teach it. Sometimes, pupils are expected to learn too many new things at once.

They are then less able to acquire and recall key information.

In subjects where the identification of precise knowledge is well planned, such as in mathematics, links with prior learning are strong. Teachers know exactly what they want pupils to learn and in what order.

They build on pupils' knowledge to plan new learning. They ensure that any gaps in pupils' knowledge are addressed. Teachers' explanations are clear.

They use questioning well to check upon and where required, deepen pupils' understanding of key concepts and skills.

Teachers ensure that pupils with special educational needs and/or disabilities (SEND) access the full curriculum. However, teachers do not always help all pupils, including some with SEND, to progress through the planned curriculum consistently well.

When this happens, some pupils are not given the right support, resources or tasks during lessons to allow them to learn new things as well as their peers.

Children settle well in the early years foundation stage. There is a clear focus on mastering basic vocabulary.

Well planned adult-led activities enable children to be supported effectively in their learning. Within these activities, children are keen to share their learning and do so with pride. However, when children move freely between activities, their learning can be less focused.

There are too few opportunities for children to develop their writing skills during these times.

Leaders are developing the reading culture in school. Pupils say they enjoy reading, and that it can be 'relaxing'.

They read high-quality reading books that are well matched to their ability. All staff have received training to deliver a new phonics scheme. There are consistent routines in place that support pupils' learning.

However, leaders have not ensured that there is a consistent approach to pronouncing the sounds that some letters make. Occasionally, adults pronounce the sounds incorrectly and then pupils make the same mistakes. This is particularly true for pupils who struggle to read.

The school promotes pupils' personal development effectively. Pupils' mental health and well-being is a priority in school. Pupils are taught breathing strategies, which help them to keep calm if they become worried.

The curriculum activities help pupils develop an understanding of relationships, difference and diversity. There are a range of clubs on offer to pupils, including football, netball and book club. Pupils spoke with excitement about the residential trip to the coast.

Governors ensure that leaders keep them well informed. As a result, of this and their own views, they have acquired an accurate view of the school's strengths and areas to develop. Staff are proud to work at the school.

They feel supported by senior leaders.

Safeguarding

The arrangements for safeguarding are effective.

Staff have developed trusting relationships with pupils and families.

Pupils and parents say that school is a safe place. Pupils know that adults in school care and look after them well.

Staff teach pupils how to stay safe, both when learning inside and outside, including when online.

Staff know the warning signs that a pupil may be in danger and understand what to do if they have a concern. Leaders respond to these concerns quickly. They keep detailed records of concerns raised.

They work closely with external organisations to ensure that pupils and families get the support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have improved some areas of the curriculum, such as mathematics, which is well planned and delivered. However, the vision of other areas of the curriculum has not yet been realised.

What they want pupils to know is not yet well planned in as much detail in some subjects. Where this is the case, there is not enough information for teachers about what the pupils should be taught and when to teach it. This affects the quality of pupils' learning and their understanding of key concepts.

Leaders and other staff should identify the most important content that they want pupils to learn. They should ensure that their plans clearly identify the order in which pupils should learn this so that pupils are able to recall more of the intended curriculum. ? The implementation of the school's curriculum is not yet consistent.

Teaching does not always build on what pupils have learned before. Sometimes, pupils are presented with too much new knowledge to process at one time. As a result, pupils are not always able to recall key knowledge.

Leaders, including subject leaders, need to closely check the impact of their curriculum plans to ensure that they are allowing pupils to gain a deeper understanding in all subjects. Leaders should ensure that subject leaders have the knowledge and support to make improvements in the delivery of their subject. ? Some pupils, including some pupils with SEND, do not consistently receive the support they need to learn as well as they could.

They cannot always access the intended learning. Leaders must ensure that all staff have the skills and knowledge they need to support all pupils to achieve as well as they can. ? Leaders have not ensured that all staff in the early years deliver all areas of the curriculum consistently well.

Adults do not always support children's learning well enough during free-flow activities. As a result, children are not prepared as well as they could be for their next stage in learning. Leaders should ensure that all staff in the early years have the necessary knowledge and expertise to deliver all areas of the school's early years curriculum.