Luddendenfoot Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this happy school. The school's values, summarised by the word 'mirror', underpin all aspects of school life. These values represent qualities such as motivation, integrity and respect.

Pupils embrace these values fully. Pupils look forward to the weekly 'mirror' awards in assemblies.

The school has an ambitious curriculum.

Staff have high expectations for all pupils. Pupils behave impeccably in lessons and when moving around the school site. They are thoughtful, polite and respectful.

This starts in the early years. For example, children in their play say, 'excuse me,' when talking to staff and other children. Pupils love coming to ...school.

Their attendance is high. Pupils are proud to be a part of this school. They work hard and achieve well in their lessons.

The relationships between pupils and staff are a strength of the school. Pupils are safe. Pupils know how to keep themselves, and others, safe.

They benefit from exceptional pastoral support. Pupils learn to manage their feelings and emotions.

Pupils are eager to take on positions of responsibility.

They take on leadership roles such as play leaders and school councillors. Pupils enjoy a wide range of clubs. These include choir, gardening and cooking.

Pupils understand the importance of knowing what is happening in their world. Pupils regularly watch the news in school.

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

The school's ambitious curriculum starts in the early years.

Pupils learn an impressive body of knowledge, in a wide range of subjects. Subjects are well sequenced. Key knowledge, skills and vocabulary are well planned.

There are meaningful links and connections between subjects and across year groups. For example, in art, Year 2 pupils confidently recall what they know about tone and texture from Year 1. They can explain how this helps them now to draw still life.

Pupils are keen to share their sketchbooks. These are of a high quality and demonstrate the smaller steps needed to be an artist.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately.

Staff adapt lesson activities effectively to meet pupils' needs. Pupils with SEND achieve well. They successfully learn the same curriculum alongside their peers.

The school regularly checks what pupils know and can do. Teachers pre-empt and address pupils' misconceptions. Pupils are resilient learners.

Teachers ask searching questions in class. Pupils think hard about these questions. Teachers present information and learning in an engaging and effective way.

Pupils use ambitious subject vocabulary. For example, in geography, pupils understand the difference between fluvial and pluvial flooding.

The early years curriculum is exceptionally well considered and planned.

Staff know what children need to learn. Stories and rhymes bring vocabulary to life. Children remember important words from their curriculum.

For example, children explain how sticks would float or sink, 'like in the Stick Man story.' The learning environment fosters independence and cooperation. Routines are embedded, and expectations for all children are high.

Children achieve well by the end of the Reception Year.

The reading curriculum is highly effective. The phonics programme is expertly delivered by skilled staff.

Pupils who need extra help receive it from the start. Books match the sounds that pupils know. Pupils achieve well and have a love of reading.

Older pupils love the challenge of reading. They are keen to learn new words from books and apply these in their written work. Leaders ensure there is a wide variety of authors and genres for pupils to read.

The school's programme for the personal development of pupils is thorough and well planned. Pupils display an exceptional attitude towards respect and tolerance. Pupils know about other faiths and cultures.

They value differences. Visits and visitors enhance pupils' development. There is a wide range of extra-curricular clubs.

Leaders ensure that everyone has the chance to take part. Staff seek out extra clubs to develop the talents of individual pupils.

The chief executive officer and trustees ensure that governance is robust.

Governors and trustees have clear roles and responsibilities. They provide appropriate challenge to the school. There is a culture of continuous school improvement.

Staff value the trust's subject networks. Staff have access to high-quality professional development. Leaders are considerate of staff's workload.

All staff use up-to-date and credible research to keep the curriculum, and its implementation in the classroom, sharp. Staff are proud to work at this school.

Safeguarding

The arrangements for safeguarding are effective.