Laindon Park Primary School & Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning and playing together at this small, friendly school. They are confident that everyone is welcome here. From the early years, children learn to share ideas and equipment.

Older pupils proudly take on roles in the school to help each other and to care for the school environment.

Pupils understand and respect the rules and routines in place to keep them safe. They know that bullying is wrong.

They say that it happens rarely and that teachers will always ensure it stops. Playtimes are energetic and fun. Adults lead activities such as dodgeball and a card collectors club so that pupils can follow their interests.

In lessons, pupils f...ollow instructions and settle to the tasks set by their teachers. Occasionally, a few pupils lose concentration, but adults quickly spot this and help them to focus again. Pupils persevere when they find things tricky.

They say that adults will help them when they need it.

Pupils enjoy the opportunities provided to extend their horizons. They enjoy a range of visitors, including theatre groups.

The school council makes meaningful changes, such as saving leftover lunches. Pupils enjoy clubs, including archery. They show compassion for others by raising funds for local charities.

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

Leaders are ambitious for pupils to achieve well. The curriculum sets out clear learning goals for pupils as they move through the school. In most subjects, such as mathematics, teachers deliver the curriculum well.

They check that pupils remember what they have been taught and introduce new ideas clearly. In these subjects, pupils develop their understanding of challenging ideas over time. They can apply these ideas well in new situations.

In a few subjects, some teachers are not clear about the most important knowledge that pupils should learn, and do not check that pupils have secured this before moving on. When this happens, some pupils have gaps in their knowledge and achieve less well.

The curriculum for reading is clearly set out in small steps.

In Nursery, children start to identify sounds in words. This provides the foundations for phonics in Reception and beyond. Pupils get plenty of opportunities to put their developing phonic skills into practice, supported by recent investment from the trust.

Teachers regularly check how well pupils are learning to read. They put extra help in place for those who need to catch up. In the early years, children enjoy classic books and rhymes.

As pupils move through the school, teachers introduce an ambitious selection of texts at story time. Pupils encounter a wide range of vocabulary in lessons, which helps them to tackle more challenging books.Pupils with special educational needs and/or disabilities (SEND) join in lessons and breaktimes alongside their peers.

Leaders identify pupils who need extra help and draw up careful plans. Most pupils get the help that they need to keep up with learning. Pupils with the highest levels of SEND get well-thought-out, bespoke support from professionals beyond the school.

This helps pupils and their families to understand what helps them with learning and behaviour and enables them to thrive in school. Leaders are developing their approach to ongoing monitoring and support for all pupils with SEND to ensure that targets and provision are quickly reviewed and adjusted when needed.

Routines for sensible behaviour start in the early years.

As a result, pupils rise to the high standards that their teachers expect across the school. In class, they get on with their learning. Adults are quick to spot the few pupils who become distracted in lessons.

They quickly remind them of their expectations and no learning time is lost.

Leaders provide extra opportunities to enrich the curriculum for pupils. Pupils learn to keep themselves healthy.

From the early years, pupils learn about hygiene and healthy eating. Pupils learn to name and manage their feelings. They show kindness and consideration for the feelings of others.

Older pupils take on roles such as 'problem-solver' and 'anti-bullying ambassador'. Pupils learn that it is ok to be different. They are tolerant and inclusive.

Clubs such as 'dragon ball' enable pupils to develop their teamwork and talents.

Leaders engage thoughtfully with the school community. Parents are encouraged into school to learn about phonics.

They are well supported when there are attendance concerns. Staff appreciate the guidance of leaders and the consideration shown for their workload and well-being. Governors and trustees are developing their systems to ensure that they have a full understanding of all aspects of the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all staff are trained to identify pupils in need of help or who may be at risk of harm. Staff report their concerns promptly.

Leaders secure the help that is needed for pupils. They work effectively with a range of external agencies and are persistent in following up concerns when needed.Pupils learn to stay safe online and outside of school.

Systems exist to enable pupils to share any concerns with teachers.

Robust processes are in place to ensure that staff are safe to work with pupils. Governors regularly check that agreed policies for safeguarding are implemented.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, some teachers do not consistently ensure that pupils are secure with the most important learning, or use assessment information to adjust teaching. When this happens, tasks are not closely matched to pupils' needs, and some pupils do not secure new concepts. Leaders should ensure that, in these subjects, all staff have the expertise to teach the most important ideas clearly and to check that pupils have embedded these ideas before moving on, so that all pupils achieve well.

• Some systems to monitor and evaluate the effectiveness of the curriculum and provision for pupils with SEND are in the early stages of development. As a result, leaders do not always know what is and is not working well rapidly enough to make changes where needed. Leaders and those responsible for governance should put in place a systematic approach to evaluating and adjusting this provision across the school so that all areas of the curriculum are of an equally high standard.