The Lea Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this school.

They have excellent attitudes to their learning. Pupils are motivated to achieve the high standards set by the school. Pupils are excited to come to school and they enjoy being with their friends in a caring and inclusive environment.

Older pupils act as great role models, demonstrating the school values of kindness and respect. For example, they really enjoy being reading buddies to younger pupils. Pupils are safe in school.

Pupils achieve exceptionally well. The school has designed a programme of study that is ambitious and reflects the needs and interests of pupils in the school. This ambition is clear from the very ...start of the early years and continues through to Year 6.

Staff know exactly what pupils need to know and remember to be successful at the next stage of their learning. Staff are skilled at checking what pupils know and making sure they are ready for their next steps.

Pupils' behaviour is exemplary.

Regardless of the activity, working independently or in groups, pupils take responsibility for their own behaviour and manage their emotions extremely well. School routines are well established. This starts in the early years where children settle quickly and learn to share and be kind from the very start.

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

Pupils study the full range of subjects as determined by the national curriculum. The school makes sure all pupils access the full range of subjects, including pupils with special educational needs and/or disabilities (SEND). The school has given careful consideration to what pupils learn and this often extends beyond the national curriculum.

In history, the school has included many opportunities for pupils to apply their historical knowledge to their local area, for example learning about the children evacuated to Harpenden during the Second World War.

Subject leaders across the school think about the best order to teach the knowledge they want pupils to know and remember. They break knowledge down into small chunks so that pupils can build on their prior learning step by step.

For example, in geography, pupils learn about rainforests in Year 5, building on their prior knowledge of biomes from Year 2 and Year 4. Staff skilfully check what pupils know and can do in lessons and when looking at pupils' work in books. When teachers identify gaps in pupils' knowledge or any misconceptions that pupils might have, they address these immediately.

As a result, pupils build on their knowledge over time and have an excellent recall of what they have learned.

All pupils, including pupils with SEND, access the ambitious curriculum. The school quickly identifies those pupils who may have additional needs and provides them with support.

The school ensures that classroom staff readily have access to information about individual pupils' needs in a clear format. This allows teachers to break down difficult concepts into smaller steps if needed so that pupils with SEND can access the same learning as their peers. As a result, pupils with SEND achieve well.

The school ensures pupils begin learning to read right from the start of their time here. Pupils in Reception quickly start to learn letters and their sounds. Teachers make reading fun and enjoyable.

Pupils read books that match the sounds they know. They take these books home to practise with their parents and carers. The school also organises workshops for parents of children in the early years, so they know how to support their children with reading at home.

As a result, pupils quickly develop their accuracy and fluency in reading. Teachers use 'daily keep up' and 'rapid catch up' sessions for any pupils who need extra support with their reading. Virtual author visits contribute to creating a love of reading across the school.

The school has very high expectations of pupils' behaviour and pupils respond well to these. Pupils know the school's 'golden rules' and these are applied fairly and consistently. As a result, there is a calm learning environment throughout the school and pupils can focus on their learning.

Pupils' attendance to school is high. The school builds good relationships with parents from the start of the early years so it can quickly deal with any attendance issues that may occur.

The school provides pupils with a wide variety of opportunities to develop their skills and interests beyond the curriculum.

Pupils enjoy a broad range of clubs during and after school from sports to languages and music. The school plans extra-curricular visits into the curriculum so that pupils can deepen their learning from the classroom. For example, pupils visit Verulamium when studying the Romans in Year 4 and the British Museum when studying ancient Greece in Year 5.

The school also invites many organisations into school to support pupils' learning. The school monitors pupils' participation in clubs and activities to ensure that all pupils, including those with SEND, make the most of the opportunities available. Pupils learn about different religions and beliefs and have a good knowledge of the diversity of modern Britain.

Leaders ensure that staff receive the training they need to deliver the school's ambitious curriculum. Leaders consider staff workload when introducing change. Governors know the school well.

Through regular school visits and committee meetings, they have a good knowledge of the school's plans for improvement. Governors meet their statutory requirements regarding safeguarding and equalities.

Safeguarding

The arrangements for safeguarding are effective.

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