Poulton Lancelyn Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Pupils' achievement is good.

From starting school with knowledge and skills which are typical for their age, children make good progress in their learning and development. In 2014, standards attained by pupils in reading and writing were above average at the end of both Year 2 and Year 6. Progress this year in mathematics has improved after a dip in achievement in 2014.

This is because of the clear focus of school leaders on ensuring that pupils learn well. Disabled pupils and those who have special educational needs make good progress in their learning. This is due to the effective support from teaching assistants which is focused well ...on their achieving as well as other pupils.

Pupils say there are very few incidents of bullying. Any very occasional occurrences are resolved well when brought to the attention of the adults in school. The early years provision is led well.

Children make a good start to their learning in school. On the playground pupils play nicely together and care well for each other, ensuring that their playmates are enjoying their breaks. Pupils' behaviour is good.

Pupils are kept safe in school. They report they feel secure in school because staff work hard to care well for them. This view is shared by the majority of parents.

School leaders and managers have a clear view of the strengths and weaknesses of school. They share a good understanding of what needs to be done to improve the school further. The tenacious headteacher is ably supported by a strong senior leadership team and governing body whose members hold school leaders robustly to account.

Together they have improved teaching and achievement well. The school continues to improve because of leaders' strongly focused strategic direction and vision for the future. It is not yet an outstanding school because : Achievement in mathematics is not as strong as in reading and writing, particularly for disadvantaged pupils.

A minority of teachers have insufficiently strong subject knowledge in mathematics to enable pupils to deepen their knowledge and understanding sufficiently so as to master their use and application of mathematical skills. A few teachers occasionally mark pupils' work in mathematics correct when it is incorrect, giving pupils the impression they are achieving better than they are. Teachers occasionally accept messy work, instead of insisting it is of the highest standard.

The newly appointed leader of mathematics has not yet had sufficient opportunity to impact fully on improving the teaching of mathematics across the whole school.

Information about this school

This school is larger than the average-sized primary school. The proportion of disabled pupils and those who have special educational needs is well below the national average although a few have particularly complex learning needs.

The proportion of disadvantaged pupils is well below the national average. The term disadvantaged pupils is used to describe those pupils who are known to be eligible for free school meals and those who are looked after by the local authority. These pupils receive additional support from pupil premium funding.

Most pupils are of White British heritage. Children in Reception attend full time. The school meets the government's current floor standards, which are the minimum expectations for pupils' progress and attainment in reading, writing and mathematics by the end of Year 6.

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