Luddenden CofE School

Highlights from Latest Inspection

What is it like to attend this school?

Since the previous inspection, leaders have brought about significant improvements across all aspects of school life.

The headteacher is now supported by an effective senior leadership team.

Pupils enjoy learning at Luddenden Church of England School. They say that adults help them to learn and remember the important things in the curriculum.

Leaders have high expectations of what pupils will achieve. Curriculum plans are well sequenced and constructed to build on what pupils have learned before. Pupils are proud of their achievements right across the curriculum.

Pupils' special educational needs and/or disabilities (SEND) are not always identified a...ccurately enough. This means that some pupils do not get the support they need. In the early years, teachers do not consistently follow detailed curriculum plans.

As a result, opportunities for learning are missed.

Behaviour has improved. The new behaviour policy, based on the school's Christian principles, is followed consistently.

Behaviour around school is calm and sensible because adults have high expectations. Pupils play well together at breaktimes. Adults help them to play team games.

Pupils and parents say there is sometimes bullying and disruptive behaviour. However, they are confident that leaders take swift action to sort it out.

Pupils enjoy taking responsibility.

Some of them are anti-bullying ambassadors. The older pupils take care of the younger ones at playtimes and lunchtimes. The librarians set a good example by keeping the library neat and tidy.

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

Senior and subject leadership has been strengthened. As a result, the school is well placed to continue its journey of improvement. Governors receive detailed information from leaders.

This helps them to have a good understanding of what the school needs to do to improve. Governors' usual visits to the school have not been possible, due to the pandemic. However, they have clear plans in place to check and follow up on the information they receive.

The quality of education has improved since the previous inspection. Subject leaders are now in place and are knowledgeable about the subjects they lead. Learning is broken down into small, well-sequenced steps.

In art and design, pupils had drawn detailed designs and practised different joining and fixing stitches. They were rightly proud of the cushions they had made. However, the implementation of the leaders' curriculum plans is at an early stage.

Pupils do not yet have the prior knowledge needed to support new learning well in all subjects.

Leaders have made sure that reading is a high priority. They choose books carefully to enhance the wider curriculum.

Teachers read to pupils for pleasure every day. Adults have received training in leaders' chosen phonics programme. They accurately model the sounds pupils need to learn.

As a result, pupils use the sounds they know to read words that are new to them. Teachers use assessment well. They know when pupils need extra help to keep up with their reading.

Teachers make sure that the books pupils read match the sounds they already know. This helps pupils to enjoy reading with confidence and fluency.

The curriculum for mathematics is suitably ambitious.

All teachers have received recent and relevant training. Adults ensure that pupils revisit key knowledge to help them to remember what they have been taught. Pupils are able to use resources well to help with calculations, for example, in Year 5, when pupils were exploring factors of 10.

The support that pupils with SEND receive varies too much. Some are supported well and fully included in lessons and school life. Other pupils, such as those with social and emotional needs, are not identified quickly or accurately enough.

Plans to support these pupils are not precise enough. As a result, these pupils do not get the help they need to succeed.

The curriculum for phonics and mathematics in the early years is implemented effectively.

Children in Reception can read simple words using the sounds they have learned. Some children were learning about odd and even numbers using pairs of socks. The curriculum plans for areas of learning in the early years provide a framework to prepare children well for learning in Year 1 and beyond.

However, teachers do not follow these plans consistently. They do not provide enough opportunities for children to explore, investigate and practise what they are learning.

Pupils care deeply about the environment.

They say they walk or skate to school. Or, if they cannot do this, they 'park and stride'. The school provides a range of opportunities to extend pupils' experiences and for them to be active citizens.

At the time of the inspection, the school choir was looking forward to singing by the Christmas tree in the town centre. Pupils learn about the significant achievements of many different role models. These include Paralympians, local and international artists, and people who may be different to them who perform a wide range of roles.

This helps pupils to have a positive view of diversity.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure everyone receives the training they need to help keep pupils safe.

They take swift and appropriate action to ensure the safety of vulnerable pupils. Leaders and staff remained vigilant during lockdown periods. They made regular and frequent contact with all families whose children were not in school.

Pupils are taught how to keep themselves safe online and in the community. Some pupils explained confidently what to do if approached by a stranger online. They know never to reveal any personal information.

Pupils in Year 5 and Year 6 have had workshops about county lines to help them to be aware of and avoid dangerous situations.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The learning needs of some pupils with SEND are not identified accurately. This is particularly the case for pupils who have social and emotional needs.

Leaders have focused on managing challenging behaviours rather than providing precise learning support to help these pupils to access the curriculum successfully. Leaders should ensure that they identify the needs of pupils with SEND accurately so that teaching meets their needs. ? Teachers and adults who work in the early years do not follow the detailed curriculum plans with consistency.

As a result, resources are not used well enough to engage and interest children in exploring and following their own ideas and interests. Pupils are not being given the opportunities to practise what they have been taught. Leaders should now make sure that staff in the early years have the training and resources they need to help children to apply their learning independently.

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