Lady Bankes Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Teaching, learning and assessment are good.

Teachers use assessment information well to help provide work that promotes good learning. Teachers share their good subject knowledge with pupils and use resources effectively to make tasks interesting. Leaders and governors are having a positive impact on teaching and on improving pupils' outcomes.

Leaders at all levels monitor pupils' progress thoroughly and take effective action when progress slows. Leaders provide the right level of support and challenge to help teachers to improve their skills. Leadership and management are good.

Leaders are ensuring that the school is continually... improving. They are ambitious and know what needs to be done next. Personal development, behaviour and welfare are good.

Pupils behave sensibly and work together well. They say that they feel safe at school and they know how to stay safe. Pupils' outcomes are good.

Pupils of differing abilities and backgrounds make good progress. Attainment is rising, and pupils are developing good knowledge across the curriculum. Some teachers do not consistently prepare pupils well for the work they have been asked to complete.

As a result, some pupils are unable to start their work promptly. Also, some pupils could be moved on to the next stage of their learning more quickly so that they make more rapid progress. Leaders do not have strong enough links with a small minority of parents.

As a result, these parents are not clear about how well the school is achieving.

Information about this school

Lady Bankes Junior School is larger than the average-sized junior school. The school formed a hard federation with the infant school on the same premises in April 2016.

The two schools share the same governing body. There have been many changes in staffing since the previous inspection, with the headteacher being appointed in September 2016. The proportion of disadvantaged pupils is below average.

The proportion of pupils who have special educational needs and/or disabilities is broadly average. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics at the end of Year 6. The school meets requirements on the publication of specified information on its website.

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