Lowca Community School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this small, welcoming school.

They embrace the school's values of love, ownership, well-being, collaboration and attitudes to learning. Pupils value the positive relationships that they have with each other and with staff. Older pupils support younger children and are positive role models.

They told inspectors that attending this school feels like being 'part of a family'. Pupils behave well. They are kind, caring and polite.

The school has close links with the local community. For example, pupils help to keep the village clean and tidy. They organise events such as singing carols in a nearby care home for older people.

Pupils hav...e created booklets for local people and visitors that celebrate where they live. Additionally, pupils make a positive contribution in school. For example, pupils take on roles as team captains, school councillors and mental-health champions with pride and enthusiasm.

These wide experiences help pupils to develop a sense of community, responsibility and empathy.

The school has high expectations for pupils' achievement. It has raised the ambition of the curriculum and ensures that pupils benefit from a high quality of education.

Pupils know what staff expect of them. They listen to their teachers, work hard and try their best. Most pupils achieve well.

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

The school has designed a broad and rich curriculum, from the beginning of the early years to the end of Year 6. The curriculum is ambitious for pupils, including for those with special educational needs and/or disabilities (SEND). The additional needs of pupils with SEND are identified early.

Staff are adept at supporting these pupils well. They adapt curriculum delivery effectively to meet pupils' individual needs.

The school has identified the small steps of knowledge that pupils should acquire over time.

Mostly, teachers check what pupils know and can remember and use this information to shape future lessons. The school has prioritised communication and language in the early years. Staff model vocabulary well and children use this confidently across the areas of learning.

In most subjects, staff implement the curriculum well. However, in some subjects, the delivery of the curriculum does not help pupils to learn all the important knowledge that they should. For example, at times, staff do not select suitable activities to help pupils to learn the intended curriculum.

This hinders some pupils in developing secure knowledge in these subjects.

The school fosters pupils' love of reading. Pupils read widely and often.

Classrooms and the school's library have plentiful inviting and diverse books for pupils to read. The school has established an effective phonics programme, starting from the beginning of the Reception Year. Pupils learn and remember the sounds and letters that they need to read unfamiliar words.

Those who need additional help are supported effectively. Pupils become confident and fluent readers by the time that they leave school.

Pupils have positive attitudes to their learning.

They take great pride in what they know and can do. Pupils use every opportunity during lessons to discuss their learning and to share their ideas with each other. They are respectful and considerate of one another.

Attendance is a high priority. The school is successful in securing positive levels of attendance. It has taken effective action to address some pupils' low prior attendance.

This has led to a sustained improvement in these pupils' attendance over time.

The curriculum extends beyond the academic to support pupils' personal development. For example, pupils learn about different countries and the cultures, beliefs and traditions that people have.

They meet people from other religions to learn more about world faiths. This helps pupils to develop their understanding of diversity, which prepares them well for life in modern Britain. Pupils value opportunities to take their learning beyond the classroom.

For example, they enjoy drama, construction, outdoor learning, den building, movie, British Sign Language and gardening clubs. They also appreciate trips such as to castles, museums, cities and sports tournaments.

The school has taken swift and effective action to address the weaknesses that were identified at the previous inspection.

It has managed improvements to the curriculum without increasing staff's workload. Staff value the opportunities that they have for professional development to further enhance their subject knowledge and expertise. Governors provide effective support and challenge to continue to improve the quality of education that the school provides.

The school has taken considerable steps to engage with the wider community and with parents and carers to support pupils' education.

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, staff do not deliver the curriculum as effectively as they should.

This includes selecting appropriate learning activities. As a result, some pupils do not develop the depth of knowledge that they need to be prepared for new learning. The school should ensure that teachers have the support that they need to deliver the curriculum consistently well so that pupils learn all that they should.