Lydgate Junior and Infant School

Highlights from Latest Inspection

Main findings

This is a good school. The exceptional way in which each child is cared for and nurtured reflects the real warmth and care that radiates from everyone.

Pupils learn in an extremely welcoming setting, where a strong sense of harmony pervades its diverse population. The outstanding contribution to promoting community cohesion reflects in pupils' excellent spiritual, moral, social and cultural development and in their striking personal qualities. Pupils are extremely proud to belong to their vibrant school community, eagerly contributing positively to it by playing a pivotal role in shaping learning opportunities.

They are polite, courteous and respectful and say they feel totally safe. Pupils' ...knowledge of how to lead a healthy lifestyle is impressive. Parents and carers overwhelmingly agree that they are happy with their child's experience.

They say that `the school models a calm and positive environment for success' and that they `wouldn't want their children to go anywhere else'. From starting points that are often much lower than typical for their age, children make good progress in the Early Years Foundation Stage. After this successful start, pupils continue to make good progress so that, by the end of Year 6, attainment is usually broadly average.

Pupils' good progress reflects the good quality of teaching and an effective curriculum. In lessons where teachers make effective use of assessment information to provide well matched activities and to direct their questions so that pupils, especially the more able, are continually challenged, learning moves forward at a good rate. In some lessons, however, more-able pupils do not always find the work challenging enough.

In English, attainment in reading is often above average. Attainment in writing is not as strong as that in reading, but following a recent whole-school improvement priority aimed at improving writing, progress is accelerating and the gap with reading is narrowing. In mathematics, progress is good but it is inconsistent.

Pupils' rate of progress is not as brisk when opportunities to apply mathematical skills, such as solving problems or using skills as part of work in other subjects, are overlooked. In addition, in writing, pupils are clear about the steps they need to take to improve but these good practices are not fully embedded in mathematics. The inspirational and unwavering leadership of the headteacher provides an excellent educational direction.

This is why, for example, outstanding links are forged with parents and carers and with partners beyond school. A strong sense of teamwork and high morale pervade the school. Staff and the governing body fully share in the same vision and strive to meet it with equal determination.

Good monitoring of the quality of provision by leaders ensures that the evaluation of pupils' overall good achievement is accurate. Well-targeted plans for further improvement are in place. However, the school does not always make the best use of the data which pinpoints variances in pupils' progress, such as that of different pupils' groups and over time, in order to influence their choice of monitoring activities.

Nevertheless, the school is moving forward at a good rate. Recent successes are evident in key areas including improved behaviour, higher attendance and better achievement in writing. This good track record of success demonstrates a good capacity to continue to improve.

Information about the school

The very large majority of the pupils at this slightly larger than average-sized school are from minority-ethnic backgrounds, mainly of Indian and Pakistani heritage. The remainder are mostly of White British heritage. Although the very large majority of pupils speak English as an additional language, very few are at an early stage of learning to speak English.

The proportion of pupils known to be eligible for free school meals has increased since the previous inspection and is above average. The proportion of pupils with special educational needs and/or disabilities has also increased and is well above average, although the proportion with a statement of special educational need is below average. The school is accredited with several awards which include Investors in Pupils, Leading Parent Partnership, Activemark and it has Healthy School status.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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