Lutton St Nicholas Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils benefit from the school's values of teamwork, empathy, achievement and motivation running through their learning experiences. Pupils learn to work and play together well.

As a result, this is a safe, welcoming and inclusive school. Pupils and parents are enthusiastic about the positive changes that have happened recently at the school.

Staff have high aspirations for pupils' achievement.

The school has made changes to the curriculum to ensure that it is suitably ambitious for all pupils. However, some pupils do not benefit from a consistently well-implemented curriculum across some subject areas. This means that pupils are not as well prepared for the ...next stage of education as they could be.

Pupils access a rich set of experiences beyond the classroom which helps them to develop their curiosity and understanding of the world. This includes a range of trips and visits to places such as the theatre, museums and the seaside.

There is a strong sense of belonging at the school.

From the moment children start in the early years, they are encouraged to develop their independence and demonstrate respect for one another.

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

The school has undergone many changes since the previous inspection. This includes a change in leadership.

The school is now in a position of greater stability. The curriculum has been adapted to ensure that it is clear what pupils should learn and when. When this curriculum is taught well, pupils build their knowledge.

For example, the changes to the curriculum have begun to have an impact on the teaching of reading. Pupils benefit from a reading curriculum that prioritises pupils being able to read fluently as soon as possible. This means that children in the early years, and pupils in key stage 1, are starting to read with greater fluency and accuracy.

Staff promptly identify pupils who are at risk of falling behind their peers and help them to keep up. Older pupils talk enthusiastically about the different books that they read. They understand the skills connected to reading and can talk about what they need to do to improve their reading accuracy.

However, the changes to the curriculum have not been in place long enough to have had an impact on pupils' learning. Some pupils have gaps in their learning. For example, pupils lack basic geographical and musical knowledge.

They can talk about the activities they have done in lessons but not what they have learned from them. The school has not identified these gaps. As a result, staff cannot help pupils to fill gaps in their learning and build their knowledge over time.

Furthermore, teaching does not consistently focus on the most important knowledge that pupils should learn. At times, pupils do not benefit from work and explanations which help them to learn the ambitious curriculum that the school has designed.

In some subjects, the curriculum is taught more effectively.

In English and mathematics, for example, pupils have opportunities to develop their understanding and to revisit prior learning.

Pupils across the school benefit from positive relationships with staff and pastoral support. In the early years, children are immediately welcomed into the life of the school.

They quickly settle into routines and develop positive attitudes to their learning. Children benefit from quality interactions with staff and develop their communication and language skills.

The school has clear systems in place to identify pupils who may require additional support.

Pupils with special educational needs and/or disabilities (SEND) are supported well across the school. Additional adults support some pupils effectively to access the curriculum alongside their peers.

Pupils behave well.

They show care and consideration towards each other. Pupils are enthusiastic about collecting house points and enjoy celebrating their achievements.

The school has carefully considered pupils' personal development.

Pupils learn about how to stay safe and be healthy. They show an understanding of the fundamental British values. Pupils can talk about how they have been able to apply this understanding, such as through participating in democratic elections for the school council.

There is a clear understanding from leaders at all levels about the strengths and priorities for the school. The trust has supported the school well during the period of change and has ensured stability in staffing as quickly as possible. Most staff talk positively about the support that they receive for their workload and well-being.

Staff, governors and the trust share a vision to further improve pupils' outcomes and aspirations.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In lessons, the work that pupils receive, and the explanations they hear, do not consistently focus on the important knowledge that they should learn.

As a result, pupils do not build their knowledge as well as they should. The school should ensure that pupils routinely benefit from teaching which enables them to develop their understanding of the school's ambitious curriculum. ? Since revising the curriculum, the school has not considered well enough where pupils may have gaps in relation to their prior learning.

This means that pupils have gaps and misconceptions in their understanding which have not been identified or addressed. This in turn makes it difficult for pupils to acquire new knowledge. The school should ensure that checks on pupils' knowledge and understanding enable teachers to identify and address gaps so that pupils can learn the new curriculum.