Lytham Church of England Voluntary Aided Primary School

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About Lytham Church of England Voluntary Aided Primary School


Name Lytham Church of England Voluntary Aided Primary School
Website https://www.lytham.lancs.sch.uk/
Inspections
Ofsted Inspections
Headteacher Mrs Amanda Wooldridge
Address Park View Road, Lytham St. Annes, FY8 4HA
Phone Number 01253736900
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 201
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming school that provides a caring place for pupils to learn.

Staff in the early years help children get off to a positive start in their education. From the moment children join the Nursery class, they are supported well to build up their confidence and independence. Pupils across the school value the positive relationships that they have with staff.

They trust that staff will help them if they have any worries or concerns. This helps pupils to feel happy at school.

The school is ambitious for pupils to achieve well, including those with special educational needs and/or disabilities (SEND).

Many pupils achieve well in reading, writing... and mathematics. However, pupils have gaps in their learning across a range of other subjects and do not achieve as well as they should. Despite this, pupils work hard and behave well in lessons.

Pupils benefit from opportunities to take on responsibilities. These include being house captains or joining one of the pupil groups linked to the religious character of the school. That said, the school's provision for pupils' personal development is limited.

Pupils are not as well prepared for life in modern Britain as they should be.

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

The school has carefully considered the important knowledge that pupils should learn across the curriculum. In the early years, the ambitious curriculum is delivered well by staff.

They closely check on what children know and remember. Staff provide focused support that addresses any gaps in knowledge that children have. Many children leave the early years ready for the demands of the Year 1 curriculum.

In English and mathematics, the curriculum is largely taught well. This has been supported by the training that staff have received. In the main, pupils benefit from learning activities that help them to build on what they already know.

Carefully considered support and resources ensure that pupils with SEND access the same learning as their peers. In these subjects, many pupils, including those with SEND, leave Year 6 well prepared for the next stage of education.

In a number of foundation subjects, pupils have gaps in their knowledge and they do not learn as well as they should.

The reasons for this are varied. In some instances, the curriculum has been recently introduced. Weaknesses in the previous subject curriculums have led to some pupils having gaps in their knowledge.

These gaps have not been identified and addressed, which at times hinders pupils from making sense of new learning.

In some subjects, the school has not ensured that teachers have the knowledge they need to be able to deliver the curriculum as intended. Some of the learning activities that pupils complete do not enable them to learn and remember the important knowledge that is set out in the curriculum.

Some inconsistencies in the delivery of the curriculum have not been picked up by the school. For example, some aspects of the curriculum have not been taught with the regularity and depth expected. This has limited some pupils in building up a deep body of knowledge.

The school prioritises the teaching of early reading. Well-trained staff teach the phonics programme as the school intends. Pupils quickly learn the sounds that letters represent.

Those pupils who need extra support promptly receive it. Pupils read books that are well matched to the sounds that they know. Many pupils become fluent readers by the end of Year 2.

Parents and carers value the workshops and resources that the school provides, which helps them to support their children at home with phonics, reading and spelling.

Children in the early years learn cooperatively alongside one another and keenly follow class rules and routines. Across the school, pupils behave well and are generally attentive in lessons.

This allows pupils to focus on their learning in class. The school's systems and procedures to promote high attendance are very effective. Any attendance concerns are quickly identified and addressed.

Many pupils attend school regularly.

Pupils know how to keep themselves safe online. They also understand what foods they should eat to maintain a healthy lifestyle and the potential hazards of open water.

Nevertheless, pupils do not experience a sufficient range of high-quality personal development opportunities. For example, many pupils have a limited understanding of fundamental British values, different cultures and protected characteristics. Pupils are not as well prepared to grow up in modern Britain as they should be.

The governing body understands the weaknesses in the quality of education. Governors have worked with the local authority to improve the school's capacity to begin to improve this. However, turbulence in staffing has limited the impact of this work.

Staff are positive about what the school does to support their workload and well-being. This includes measures that keep paperwork to a minimum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not ensured that teachers have the knowledge they need to teach the intended curriculum effectively. Some of the learning activities that pupils complete do not enable them to learn the important knowledge as well as they should. The school should make sure that teachers have the subject knowledge they need to deliver the curriculum effectively, so that pupils achieve well.

• In a number of foundation subjects, pupils have gaps in their knowledge as a result of weaknesses in the previous curriculum. Some of these gaps have not been identified or addressed. Consequently, this hinders the ability of some pupils to make sense of new learning.

The school should ensure that teachers are equipped to swiftly identify and remedy these gaps in pupils' knowledge. This is so that pupils can build and further strengthen their knowledge in these subjects. ? The school's checks on the delivery of the curriculum are not as effective as they should be.

As a result, the school does not identify inconsistencies that limit pupils in building up a deep body of knowledge. The school should ensure it carries out effective checks that enable it to identify whether the curriculum is being taught as intended. This is to ensure that pupils achieve well.

• The school's programme for personal development is limited. Pupils do not learn all that they should to be ready for life in modern Britain. The school should ensure that pupils experience a range of high-quality personal development opportunities that prepare them well for modern day society.


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