Ladygrove Park Primary School

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About Ladygrove Park Primary School

Name Ladygrove Park Primary School
Ofsted Inspections
Headteacher Andrew Markham
Address Avon Way, Didcot, OX11 7GB
Phone Number 01235519235
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 437
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this school?

The school has high aspirations for all and pupils strive to meet them. Their independence and curiosity are nurtured right from joining the nursery as they learn to be great thinkers, collaborators and role models.

Pupils achieve well. Those with special educational needs and/or disabilities (SEND) are supported particularly well in this highly inclusive and nurturing school.

The school teaches pupils how to stay safe.

They rightly trust adults to help them if they are concerned about anything. Pupils enjoy learning and become resilient to setbacks when exploring new areas of the curriculum. As one parent put it: 'The school creates a safe and happy environm...ent, where children are willing to take risks and try new things even when they are unsure.'

Pupils behave calmly and considerately in lessons and around the school. They show respect for each other, and the adults who help them. Pupils are taught the high expectations of the 'Ladygrove standards' for learning and behaviour through lessons and school assemblies.

They work hard to live up to these expectations and delight in earning special badges and titles, such as 'knights or dames of Ladygrove', when they demonstrate exemplary work, behaviour for learning and kindness.

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

The school has developed a broad and interesting curriculum, and all pupils learn it in a logical sequence from the Nursery Year to the end of key stage 2. The curriculum is planned rigorously, and teachers know precisely what knowledge and skills must be taught and when.

They use activities which help pupils to understand, practise and regularly recap new knowledge. Teachers routinely check what pupils know so they can help them to stay on track. In mathematics, for example, pupils fluently apply what they have learned to problem-solving and reasoning tasks.

Assessment is used most effectively in mathematics and English. In these subjects, the school uses assessment to identify areas of the curriculum where pupils struggle most and risk falling behind. Adults check frequently what pupils understand and remember before moving on to new areas of learning.

Where needed, extra help is put in place so that pupils understand the intended learning and keep up with their peers. However, this practice is not fully secure across all curriculum areas. As a result, in some other subjects, pupils have gaps in their knowledge and struggle to remember coherently what they have learned.

Children get off to a great start in the early years foundation stage (EYFS). They learn the well-established routines quickly. Children thrive in the positive environment for learning, enjoying warm and stimulating relationships with the adults who care for them.

They are taught how to independently choose resources to construct models and glue, stick or paint pictures. Children have a strong start to early mathematics and reading. Their understanding of number develops securely, and they are ready for the mathematics curriculum in key stage 1.

Adults promote rich language, for example through talking with children in the Nursery Year about the consistency of flour and glitter as varying amounts of water and oil are added, creating a 'gloopy' mixture from 'powdery' or 'dusty' ingredients. Reading is taught well. Adults read regularly to children, inviting them to explore characters and settings in stories from different cultures.

Teachers have secure knowledge of phonics and make sure pupils practise letter sounds and blending through books which are closely matched to the sounds they are learning. Teachers know children well and give them effective support if they show signs of falling behind. Pupils throughout the school read to each other, modelling expression and strong reading habits in the process.

Pupils have many opportunities to develop their characters. In the Reception Year, they contribute to school decisions through the key stage 1 school council. Older pupils serve the school community as peer mentors, digital leaders and house captains.

As pupil inclusion ambassadors, pupils lead assemblies and debates, learning tolerance as they listen to each other's opinions. Pastoral care is strong, and pupils are taught how to look after their mental health by qualified adults. Pupils are well prepared for life in modern Britain, learning that everyone should be treated fairly.

Pupils know by heart their favourite school mantra: 'Strong people stand up for themselves. Really strong people stand up for others'.

Trustees and governors are highly knowledgeable about the school.

They fulfil their statutory duties diligently and provide strong support as well as focused accountability. Staff get the training they need in areas which will help pupils most, and they are proud to work in this happy and aspirational school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, assessment is not used consistently well to check pupils' understanding before moving on to new areas of learning. As a result, some pupils develop gaps in their understanding, which hinders them from making connections between new and previous learning. The school should ensure that assessment is used consistently well across the curriculum so that gaps in pupils' learning are identified and addressed promptly.

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