Lower Fields Primary Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school As a result of the highly skilled leadership and steely determination of the headteacher, coupled with strong support from senior leaders and governors, the school has significantly improved in a short period of time. Leaders, teachers and the whole-school community are committed to eliminating second best and creating the best possible educational experiences for all pupils.

A number of changes in staffing have been managed carefully to eliminate any effect on pupils' learning. In key stages 1 and 2, as a result of consistently good teaching and accurate assessment, pupils learn quickly and are beginning to apply their skills across all subjects.... The headteacher has led many significant but recent changes in teaching, which are becoming embedded and are beginning to have a positive effect on pupils' learning and achievement.

Leaders' monitoring of the quality of provision in English and mathematics is rigorous and detailed. Subject leaders' skills across the wider curriculum still require further development. Between Years 1 and 6, current pupils are making strong progress from their starting points.

Standards of attainment are rising quickly. Teachers usually match work accurately to pupils' abilities but, occasionally, the most able pupils are not stretched or challenged. Too few are working at a greater depth of understanding by the end of Years 2 and 6.

Pupils write often and across a range of subjects. The drive to improve pupils' handwriting and presentation has not yet had the desired effect for all pupils. Leaders are using the pupil premium funding effectively.

Disadvantaged pupils are making good progress in the school. However, differences between their achievement and that of other pupils nationally, while diminishing, are yet to be fully closed. Leaders' termly assessment of pupils' progress in English and mathematics is accurate and detailed.

Systems to assess and track pupils' progress in other subjects are not yet in place. The quality of provision in the early years is not good. Although children behave well and play happily together, their progress is slow.

Activities are not always matched well to children's needs. Adults do not share equally high expectations of what children can achieve.

Information about this school

The school is larger than the average-sized primary school.

The proportion of pupils who speak English as an additional language is in line with the national average. The proportion of pupils who are known to be eligible for support from the pupil premium and the proportion of pupils who have SEN and/or disabilities are above the national average. The school meets the government's current floor standards, which are the minimum expectations for attainment and progress in English and mathematics at the end of Year 6.

The school's part-time Nursery operates in the morning and afternoon. Reception children attend on a full-time basis. There have been 10 teachers appointed to the school since the headteacher took up post in 2015.

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