Lacock Church of England Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Lacock Church of England Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Lacock Church of England Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Lacock Church of England Primary School on our interactive map.

About Lacock Church of England Primary School


Name Lacock Church of England Primary School
Website http://www.lacock.wilts.sch.uk
Inspections
Ofsted Inspections
Headteacher Mrs Caroline Jackson
Address High Street, Lacock, Chippenham, SN15 2LQ
Phone Number 01249730271
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 67
Local Authority Wiltshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Lacock Church of England Primary School. 'The Lacock Way' underpins how pupils behave towards one another and staff. Pupils are kind and respectful and enormously proud of their school and community.

They say it is like being 'part of a big family'. Pupils' behaviour is exemplary. Bullying and poor behaviour are extremely rare because pastoral care is exceptionally strong.

As a result, pupils feel safe and happy, and they enjoy coming to school.

Children in Reception get off to a strong start. The school ensures that pupils at every stage are well-prepared for their next steps.

The curriculum is carefully planned and pupils learn eff...ectively most of the time. They are curious and enjoy their learning. Pupils love reading and talking about the books they have read with their teachers.

Pupils' well-being is prioritised. There is a culture of inclusivity, celebration and reflection. Pupils happily learn from their mistakes and enjoy sharing in others' successes.

They make a considerable contribution to their school and wider community through fundraising activities and links with the church.

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

The school is ambitious for all pupils. The curriculum has undergone changes in the last few years and is successfully adapted for mixed-age classes.

The school has selected challenging and thought-provoking content. As a result, pupils talk with excitement about what they have learned and have highly positive attitudes to school. In the early years, activities are carefully planned to ensure children develop skills in each area of learning.

There is a sharp focus on high-quality interactions between staff and children. Every opportunity is taken to develop children's vocabulary and deepen their understanding of the world around them.

The school has identified the most important knowledge it wants pupils to learn in each subject.

Pupils make links between prior and current learning. As a result, most pupils remember what they have learned and they want to know more. However, much of this work has happened relatively recently, so it is more secure in some subjects and classes than in others.

For example, in some subjects, the school does not yet have a system in place to check what pupils have remembered over time. Most of the time, staff present information clearly to pupils and use appropriate activities. However, subject leaders do not yet know how effectively the curriculum is being delivered across the school.

Pupils enjoy reading a range of books with their teachers, which helps them to learn to write well. Struggling readers, and children at the early stages of reading, read books matched to the sounds they know. Children in the early years learn to read as soon as they start school.

They love 'storytime'. They remember the stories they have heard and link these to their wider learning. Author visits and regular independent reading time foster a love of reading in older pupils.

Pupils with special educational needs and/or disabilities (SEND) are accurately identified and well-supported in lessons. Additional adults skilfully help pupils, when appropriate. The school is highly inclusive.

For example, staff and pupils have all learned Makaton in order to support pupils with communication difficulties.

Pupils behave well in lessons. They know the rules, and poor behaviour rarely escalates.

Pupils, including children in the early years, respect difference. Pupils know how to keep themselves safe on and offline. They learn how to keep physically and mentally healthy.

Pupils know the school's values and have a deep understanding of what they mean. For example, many pupils reflect on these in class assemblies by creating 'teaspoon prayers'. Pupils' spiritual and social development is prioritised.

The school has recently made changes to the curriculum to ensure pupils develop a deeper understanding of other religions and cultures.

The school provides many opportunities to take part in clubs, trips and visits. Many pupils enjoy participating in sport.

The school helps pupils to become active citizens, by supporting charities and raising money to fund projects within the school, such as residential trips.

The school, with the support of governors and the local authority, has made significant improvements since the previous inspection. Relationships between the school and parents are overwhelmingly positive.

Staff have been supported to improve the quality of education pupils receive and to use appropriate systems to keep pupils safe and well-cared for.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not established in some subjects.

As a result, the school does not have an accurate picture of whether all pupils know and remember more and move through the curriculum as intended. The school must ensure that teaching assesses pupils' knowledge and understanding effectively, in a way that is not over burdensome for staff, but shows clearly what pupils have learned and where there are gaps. ? The monitoring of a few areas of the curriculum is not robust.

This means that implementation is too variable. When this is the case, the impact of the curriculum is not strong. The school must ensure that subject leaders are supported well to oversee their subject areas so that curriculum implementation is consistently effective.


  Compare to
nearby schools