Lacock Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils do not learn and remember the essential knowledge they are taught in some subjects because curriculum plans are not fully thought out. Some pupils do not demonstrate positive learning attitudes as not all the work set meets their needs.

Therefore, some pupils do not concentrate on their work as they should.

Pupils feel safe in school. Relationships are positive between pupils and adults.

Pupils, generally, play well together. Most pupils enjoy coming to school. Although attendance is improving, some pupils do not attend school regularly enough.

Pupils report that bullying in school is rare. They know who to speak to if they have any concerns. ...Older pupils have a good knowledge of stereotyping and know they should act without discrimination.

Leaders have created a culture of openness and respect. Staff support pupils in their social and emotional well-being. They care for them well.

Parents are appreciative of the work of the new interim headteacher. She has addressed any concerns they have quickly. Parents value the small community nature of the school and that all staff know the pupils well.

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

There has been a significant period of turbulence and change over the past year. Some leaders are new in post, including the interim headteacher. Governors have checked on staff workload during this period of change.

They meet with staff and listen to them. Leaders and governors have high ambitions for all pupils. They know the strengths and areas for development of the school.

However, there is more to do to improve pupils' learning.

Leaders are focused on developing a robust, well-sequenced curriculum. However, because the curriculum is new, teachers do not always know how or what to teach in the correct order in most subjects.

Teachers do not always plan and check on learning in a way that helps pupils to remember key knowledge, including in the early years. For example, in mathematics, teachers do not always check that pupils' have a secure understanding of prior knowledge and skills before teaching the next steps. This means that pupils do not learn as effectively as they should.

However, where the curriculum is more established, pupils can remember the knowledge and skills they are taught. This is evident in science, where pupils enthusiastically share how they are able to apply the skills learned to carry out scientific investigations successfully.

Pupils report that they enjoy reading.

They read a range of books that interest them. Leaders ensure that there is a range of diverse books for pupils to read and listen to. Even so, phonics teaching from Reception onwards is not enabling all children to read fluently.

Not all staff help children read unfamiliar words using the sounds they know. This slows their progress as they do not have the necessary skills to read fluently.

Leaders are determined that all pupils achieve well.

However, pupils who struggle and those with special educational needs and/or disabilities (SEND) do not always succeed in their learning. Too often, the work planned for them is not enabling them to build up their skills and knowledge. This is because teachers are not yet sufficiently skilled to identify and meet their needs.

Most pupils behave calmly and sensibly. However, in some classrooms, a few pupils fidget and lose concentration instead of paying full attention to staff or their work. Some teachers do not manage this low-level disruption well.

In other classes, such disruption is minimal, and staff resolve problems promptly and successfully.

Leaders recognise there is a need to support pupils and staff well-being further. Pupils and parents are grateful for the pastoral support available to them.

Leaders have ensured that pupils participate in local events and fundraise for charities chosen by the school council. However, pupils have few opportunities to develop their leadership skills or take on roles of responsibility within the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a culture of vigilance. They have increased staff knowledge of how to keep pupils safe. Recent training and new procedures have enabled staff to know how to report and record their concerns relating to pupils' safety.

Leaders follow up on concerns in a timely manner. They work well with specialist staff, including outside agencies, to provide pupils and families with the help they need.

Governors and leaders monitor the safeguarding systems regularly.

They ensure that the necessary checks are carried out when new staff join the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching of reading is not planned well enough to meet the needs of all pupils. This means that some pupils, especially those who struggle with reading and those with SEND, do not read as well as they should.

Leaders must ensure that there is a systematic phonics programme across the school to improve pupils' fluency in reading. Teachers should use accurate assessments to ensure that pupils' books match their phonic knowledge. Many subjects in the curriculum are not planned clearly enough to ensure pupils learn the right things in the right order, including in the early years.

As a result, pupils have gaps in their knowledge and understanding. Leaders must ensure that subject leaders develop their roles to make sure there is a well-sequenced curriculum. In turn, subject leaders should ensure that teachers are supported to deliver high-quality learning for pupils, including checking that pupils remember important knowledge.

• Teachers do not use pupils' starting points to plan and adapt the curriculum. Consequently, some pupils do not make the progress they should. Leaders should ensure that teachers make better use of assessment to establish pupils' starting points, so they achieve well across the curriculum.

• Leaders and teachers do not plan effectively for pupils who struggle, or pupils with SEND. This slows their progress. Leaders must ensure teachers have the knowledge they need to plan and implement learning that meets pupils' needs.