New Lubbesthorpe Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to this inclusive school. Pupils are respectful, well-mannered and polite.

This has not happened by accident. Staff model respectful and positive relationships. Pupils are a credit to the school.

The school has high expectations of pupils' learning and behaviour. Pupils work hard, and many say that they enjoy learning. Pupils are taught about their feelings, and about ways to recognise and manage these independently.

Pupils behave well.

The school's outdoor areas are well equipped and maintained. There is careful consideration of the activities planned for the 'happy lunchtime' sessions.

These include sports, craft, hopsco...tch and music, which plays every day. This provides pupils with many opportunities to develop their physical and mental health and well-being.

Pupils can take on roles of responsibility, such as being a member of the school council.

They are proud of the playground markings they planned and organised.They spoke about how the school is 'even better now due to the school council work'.

Parents and carers praise the education and care their children receive.

A typical comment was, 'My children are happy at this school and the teaching staff support their personal and academic growth.' There is a real ethos of care for everyone in this inclusive school.

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

The school has produced a well-considered curriculum.

It has identified the most important knowledge that pupils need to know in all subjects. This is broken down into smaller steps that pupils learn in a logical order. There is a focus on developing children's vocabulary right from the start.

The curriculum for mathematics identifies what pupils should learn. It is clear how knowledge builds over time. In the early years, the setting is rich with mathematical representations.

These are also included in playground markings, so that mathematics is included in all areas of the school.

Teachers' subject knowledge is strong, and they are passionate about what they teach. Most teachers assess pupils' knowledge and understanding frequently in class.

This information helps teachers to identify when pupils have gaps in their knowledge and to inform their planning. However, assessment procedures are not fully developed across all subjects and classes. Sometimes, teachers do not always identify misconceptions and gaps in pupils' knowledge.

Many teachers use activities and resources that help all pupils learn. However, sometimes the activities selected do not help pupils to learn the key knowledge and intended curriculum as effectively as possible.

Reading is a priority in the school.

The library is well stocked and used. There are books in classrooms that have been selected by pupils, and author visits are included to further develop a love of reading. Teachers ensure that pupils read texts that explore diversity.

This helps pupils to broaden their understanding of the wider world. Teachers and other adults have received training to ensure that they deliver the phonics programme well. Pupils receive reading books that are well matched to their reading development.

Pupils who struggle to learn to read get extra support and practice.

Pupils with special educational needs and/or disabilities (SEND) receive the support they need. This support is well tailored.

Teachers adapt their teaching to ensure that pupils with SEND learn the same curriculum as their peers.

Children in the early years want to learn. Most children know the class routines.

Teachers are passionate and knowledgeable and create a warm and caring environment. Children have the opportunity to learn through play. However, the curriculum in the early years does not clearly identify precisely enough the key knowledge or skills that the school wants children to develop over the year.

Pupils' behaviour is positive at the school. Most pupils behave very well in lessons and work hard. They build supportive relationships with staff and each other.

Leaders train staff to model positive behaviours and create a culture of respect.

The personal development curriculum is extremely strong. The school wants to give opportunities to broaden pupils' horizons.

The school has designed an enrichment programme that means all pupils experience memorable moments as part of the '101 things I'll do while at New Lubbesthorpe' checklist. The school's 'characteristics of success' are embedded in the curriculum. The children strive to acquire these characteristics and live by them.

The school is preparing pupils exceptionally well for life in modern Britain. Pupils are very knowledgeable about fundamental British values, and they understand the importance of showing respect. They explain that everyone should be treated equally.

The school is well led. The governing body, trustees and staff all work together in the best interests of all pupils. The school staff feel well supported.

They are extremely proud and happy to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of the curriculum need further refinement.

The use of formative assessment needs developing to ensure that it consistently identifies gaps and misconceptions in pupils' knowledge. The school also needs to make sure that teachers ensure that activities and the work given to pupils are effective in enabling the content to be understood and learned. This will enable all pupils to have the opportunity to progress well through the curriculum.