St Lawrence’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending St.

Lawrence's Church of England Primary School. They are proud to be at the heart of the local community. Pupils are polite, and they feel happy and safe.

Relationships between adults and pupils are positive and respectful. Pupils thrive in the nurturing environment that staff provide.

From Nursery onwards, staff set high expectations so that pupils can 'be the best that they can be'.

Pupils are motivated and have positive attitudes to learning. The learning environment is purposeful and calm. Pupils are keen to share their ideas and take an active part in their learning.

They learn about diversity beyond their local ...community and the importance of tolerance and respect for others. Pupils enjoy the leadership roles they have within school, such as being eco-warriors. This helps to build their sense of citizenship and responsibility.

Beyond the classroom, pupils of all ages mix well together. They enjoy playing games and socialising. Staff provide many opportunities for pupils to develop wider interests.

Pupils attend a wide range of after-school clubs and enjoy visits to places of interest, such as the wind turbines. Pupils say that bullying is rare. They are confident that, if it does occur, an adult will sort it out effectively.

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

Leaders are ambitious for all pupils. In most subjects, the curriculum is designed and sequenced to build pupils' knowledge over time. Pupils have regular opportunities to revisit learning and apply what they know.

For example, in mathematics, pupils in Year 4 use previous learning on the ordering of fractions to help them solve more complex problems containing improper fractions.

However, in some subjects, leaders do not have an accurate overview of their subject. Where this is the case, they have not identified precisely enough the important knowledge that pupils need to know.

Staff's subject knowledge is not always secure. This means that pupils do not consistently receive the subject-specific support they need to learn important knowledge.

The curriculum in the early years provides children, from Nursery onwards, with a secure foundation for the knowledge and skills they need for Year 1 and beyond.

Staff support children to develop their communication and language skills. Children learn effectively with their peers and adults.

Leaders prioritise reading.

Children in Nursery enjoy listening to stories and rhymes. As soon as they start school, children learn to link letters with the sounds they make. Leaders provide additional support for pupils who need it.

This helps them to quickly develop the knowledge they need to become confident, fluent readers. Pupils talk with enthusiasm about the books they have read. They are particularly proud of the new school library, which they helped to design.

Wider opportunities to develop a love of reading are embraced. For example, older pupils recently enjoyed visiting the Wells Literature Festival.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

Teachers adapt their approach so that pupils can follow the curriculum successfully. Staff know families well and work closely with them to identify pupils' needs and build independence. As a result, pupils with SEND learn well.

The positive personal development of pupils is a strength of the school. Pupils enjoy the opportunity to focus on the school's core values, such as during assemblies. They are well informed about other faiths and cultures.

For example, pupils recently participated in celebrations to mark Chinese New Year. Local events, such as art exhibitions, provide pupils with the chance to become involved in community activities. They enjoy these occasions and are interested to find out about the lives of others.

Younger pupils talk excitedly about visits from the police and firefighters. Pupils of all ages know how to keep themselves safe.

Parents are positive about the school and value the nurturing environment leaders provide.

Leaders are considerate of staff's workload and well-being. Staff value this. Governors know the school's strengths and areas for development.

They provide challenge and support for leaders to help bring about continued school improvement.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is a priority.

Staff act in the best interest of pupils and report any concerns swiftly. They receive relevant safeguarding training, as well as regular updates. Leaders ensure that appropriate background checks are carried out on adults working at the school.

Leaders work to build trust with families. They make proactive use of early help services where needed. Leaders collaborate well with safeguarding partners, such as the local authority designated officer.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not clearly identified the essential knowledge that they want pupils to know and remember. As a result, pupils do not build securely on what they already know or prepare for what comes next. Leaders need to identify the precise knowledge they want pupils to learn so that they develop a detailed understanding of the curriculum.

In some subjects, teachers do not have sufficient subject knowledge. This means that pupils do not consistently receive the subject-specific support they need to achieve the ambitious learning goals set out in the curriculum. Leaders need to ensure that teachers develop the expertise they need to deliver the curriculum effectively in all subjects.