Lumley Infant and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils benefit from the school's determination that every pupil should succeed.

Pupils with special educational needs and/or disabilities (SEND) are carefully considered within this offer which starts in the exceptional early years where children study a highly ambitious curriculum. Staff ensure that children are extremely well supported to concentrate well on the range of carefully selected activities to ensure they achieve the best possible outcomes.

Pupils' behaviour is exemplary.

The strong curriculum model continues in key stage 1 where attitudes to learning are extremely positive. Caring staff model kindness to show pupils how they should behave. Pupils... show consideration to each other in abundance.

This includes at breaktimes when older pupils ensure that everyone has someone to play with. This helps pupils to feel safe.

The quality of pupils' personal development is exceptional.

Pupils learn how to stay safe, including when online. Pupils understand how to keep mentally and physically healthy through activities such as cooking and attending sports festivals. All pupils benefit from a range of educational visits, visitors and after-school clubs.

These experiences include African drumming and Chinese calligraphy. The school's links with a school in Uganda provide pupils with opportunities to become respectful and active citizens.

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

Since the school federated, leaders have revised the curriculum to clarify the important knowledge and vocabulary that pupils should learn.

Most of the curriculum is well sequenced. Leaders ensure teaching of the school's curriculum prepares pupils for future learning well. For example, in design and technology (DT), teachers sequence learning to ensure pupils revisit and build on prior learning.

This helps pupils to improve their skills of cutting and joining materials. In Year 1, children learn all about puppets before designing and making their own puppets. Teachers check pupils' knowledge and skills to support pupils to develop technical expertise over time.

In science, teachers provide opportunities for pupils to observe a range of phenomena. Pupils build scientific knowledge and learn how to work scientifically. For example, in early years, children observe the life cycle of farm animals.

Older pupils investigate the life cycle of a plant. They observe the conditions that seeds require to germinate.

The mathematics curriculum begins in Nursery where staff skilfully design activities such as making a 'potato pie'.

As children make the 'pie', staff support children to learn to count. They help children to identify patterns and learn important mathematical vocabulary. Later, older pupils revisit prior learning to help them gain fluency in number.

For example, in Year 2, pupils count in steps of two.

The school ensures that reading is a top priority. From early years onwards, pupils follow a structured phonics programme.

Staff make sure that pupils practise reading often to help pupils to become fluent readers. However, some lessons do not reflect the precise structure of the phonics programme. Phonics is not taught consistently well in all groups.

Pupils who need extra help to learn to read are quickly identified. These pupils receive support specific to their needs. This helps pupils to catch up.

Pupils enjoy story time. They benefit from the well-stocked selection of books such as 'The First Hippo on the Moon' by David Walliams.

Provision for pupils with SEND is exceptional.

The school works effectively with external professionals such as occupational health and educational psychologists. Staff in school demonstrate expert knowledge. Leaders ensure the information in pupils' support plans is precise.

This helps staff to accurately meet individual needs. Pupils with SEND achieve exceptionally well from their starting points. Many parents speak positively of the way in which the school supports their children with SEND.

Pupils' behaviour throughout the school is exceptional. Pupils are polite towards each other and the adults who support them. They understand the importance of treating each other fairly.

Pupils enjoy coming to school to learn. Leaders effectively support parents and carers to improve pupils' attendance.

The exceptional offer for personal development ensures that pupils benefit from a rich set of experiences.

Pupils start each day with physical and mindful activities such as yoga and fitness. The school ensures that educational visits and visitors are accessible for all pupils, including pupils with SEND. Children in early years enjoy visiting Wharton Park where they explore the outdoor environment.

Aspects of safeguarding are thoughtfully woven through the curriculum. For example, pupils learn to maintain healthy relationships. Pupils benefit from learning outdoors often.

They look after areas of the school's grounds. In autumn, pupils enjoyed entering a pumpkin growing competition in the region.

Staff are proud to work at the school.

Leaders are committed to staff development. Staff say that leaders support them well to manage their workload and well-being. Governors understand their roles well.

They bring a range of skills and experience to support the school. Governors are committed to working with school leaders to ensure the best for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, phonics teaching does not match the rigour of the school's chosen phonics programme. This means that some pupils do not achieve as well as they should. The school should ensure that all staff have the expertise to teach phonics consistently well.