Lyde Green Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The values that are captured in the 'Lyde Green pledge' underpin everything that happens at the school. Pupils talk confidently about how the pledge encourages them to be tolerant of others, have the confidence to try new things and provide everyone with a 'warm welcome'.

Pupils understand how the school rules help them to learn and set a positive example to others.

This starts in the early years where children listen carefully and follow the established routines well. Across the school, pupils are polite and well-mannered. Despite this, some parents raised concerns about pupils' behaviour.

Inspectors saw effective systems in place to manage behaviour and mos...t pupils behaving well during this inspection.

Pupils feel safe. They enjoy positive relationships with staff.

Pupils trust adults to listen and help them with any worries or concerns they may have.

Pupils enjoy a range of clubs and opportunities on offer to them, such as football, choir and learning in an outdoor environment. They take pride in their roles as head of house, reading buddies and assembly monitors.

Pupils say that these roles make them feel responsible and enable them to help others.

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

The school has a clear vision for what all pupils can achieve. An ambitious and inclusive curriculum has been designed well.

In mathematics, for example, the curriculum makes clear the important content and vocabulary that pupils need to learn and when. The school's 'I do', 'we do', 'you do' approach supports pupils to build their mathematical understanding. Children in the Reception Year talk confidently about number patterns.

Older pupils use their previous knowledge of number well when converting measures.

The school, with the support of the trust, was quick to analyse why recent outcomes for pupils in phonics were not as strong as expected. It has implemented a robust monitoring programme to ensure that teachers deliver the agreed approach effectively.

The impact of this is clear. In the early years, children learn and remember new sounds well. If pupils fall behind, they receive the support they need to catch up quickly.

As pupils move through the school, they read with increasing fluency and accuracy.

Pupils learn well in most wider curriculum subjects. In physical education (PE), for example, teachers use their knowledge of the subject well to present new information clearly.

They make effective checks to find out what pupils remember and use this information to adapt learning. This helps pupils build their knowledge well over time. Children in the Reception Year confidently develop their understanding of space.

Older pupils use their previous knowledge of throwing and catching when playing a game of rounders. However, there are other subject areas where staff's subject and pedagogical knowledge is less secure. Assessment information is not used well enough to check on what pupils know or to inform future learning.

This prevents pupils from building a depth of knowledge through the curriculum.

The school knows the needs of pupils with special educational needs and/or disabilities (SEND) well. It works closely with a range of agencies to ensure that these pupils get the right support.

As a result, most pupils with SEND overcome any barriers to learning and progress well through the curriculum. Pupils who attend the specially resourced provision thrive. Staff skilfully develop pupils' social and language skills.

For example, some older pupils talk confidently about the skills they need to throw and catch a ball.

Pupils enjoy their learning. They move around the school in a calm and orderly manner.

Pupils enjoy the range of activities on offer to them during social times. Most pupils attend well. The school works closely with parents of pupils whose attendance is a concern.

Despite this, systems to monitor pupil absence are not yet used well enough. They do not enable the school to fully understand whether the strategies to improve the attendance of some groups of pupils are effective.

The school promotes pupils' personal development effectively.

Pupils understand why fundamental British values, such as democracy and tolerance, are important. They talk with maturity about different relationships and the qualities of a good friend. Pupils develop their character by leading projects to keep the school grounds free from litter.

Pupils are well prepared for life in modern Britain.

Trustees and members of the local community council know the school well. They fulfil their statutory duties effectively.

Staff value the support they receive from the trust, which helps them to improve their practice.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not yet have the necessary subject and pedagogical knowledge they need to teach their subjects well.

Assessment is not used consistently well to check pupils' learning and then to adapt learning. Pupils find it difficult to remember their learning and have gaps in their knowledge because of this. The trust needs to ensure that the curriculum is delivered effectively to help pupils know more and remember more across all subjects.

• The school does not yet have a clear oversight of the impact of its work to improve pupils' attendance. This means that it cannot assure itself that the most effective actions are in place for those pupils who do not attend often enough. The trust needs to ensure that there is a strong and shared understanding of the patterns and trends in absence so that attendance improves.

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