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Lammack Primary School continues to be a good school.
What is it like to attend this school?
Warm and friendly relationships exist between pupils and their teachers.
Pupils said that they feel happy, safe and secure. They enjoy being part of this large school which has a small family feel. They benefit from the care and attention that their teachers give to them.
Staff have high expectations of pupils' behaviour. Pupils behave well around school and are attentive in lessons. They are exceptionally polite and well mannered during social times.
Pupils said that if bullying were to happen, staff would deal with it quickly.
Pupils enjoy roles of responsibilit...y such as being play leaders or prefects. Older pupils take pride in showing younger pupils how to behave well.
Pupils act as reading ambassadors, supporting a love of reading and learning across all subjects.
Leaders, governors and staff are ambitious for all pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND). Pupils meet this ambition and achieve well.
Before the COVID-19 pandemic, pupils enjoyed a wide range of extra-curricular opportunities, such as debating, art and football clubs. They also benefited from a range of visits to enrich the curriculum. Pupils are excited that these opportunities are being reintroduced by leaders.
What does the school do well and what does it need to do better?
Leaders have provided a well-balanced curriculum which ensures that pupils succeed in their learning. Leaders have thought carefully about how the curriculum will support the learning of disadvantaged pupils and pupils with SEND. For example, teachers provide carefully thought-out and engaging activities for pupils to develop their vocabulary.
In the early years, staff develop children's social skills and communication with care and rigour.
Across subjects, leaders have considered the important learning that pupils need to acquire. Leaders have set out the order in which pupils should build this learning.
However, in a small number of subjects in key stages 1 and 2, teachers do not revisit past learning regularly enough. When this happens, pupils' learning is less secure.
Leaders work closely with parents and carers to identify pupils with SEND.
Pupils' individual plans are jointly written by staff, pupils and their families. These plans identify what support these pupils need. Teachers use this information to support pupils with SEND to learn the same curriculum as their peers where possible.
Pupils develop a love of reading. They enjoy reading the range of books that their teachers share with them. This begins in the early years.
As one pupil said, 'We love to read every day.' By the time pupils are ready to move to secondary school, most of them can read fluently and with understanding. The curriculum for pupils in the early stages of reading is well thought through by leaders.
They ensure that staff are well trained in teaching phonics. The school's phonics programme supports pupils to develop their spoken language and writing.
Leaders have given careful thought to developing pupils' attitudes, character and understanding of others.
Leaders provide various experiences, visitors and partnerships to bring the outside world into school. This helps pupils to respect diversity. Pupils told inspectors that everyone is treated equally in their school.
Work with a local councillor, religious leaders and environmental sessions all help pupils understand life in modern Britain. The curriculum helps pupils to learn about relationships. Pupils are well prepared for secondary school.
Pupils are polite and respectful and listen carefully in lessons and to each other. Their attitudes towards each other are exemplary. This begins in the early years, where children quickly settle into new routines.
Leaders work closely with parents. For example, parents are well informed about what pupils learn so they can provide support at home. Most pupils attend school regularly.
Those who do not are supported and encouraged to do so by leaders.
Leaders are considerate of staff's well-being when making decisions. Staff at the school feel well supported and part of a trusted team.
They said that leaders are supportive and make time for them.
The arrangements for safeguarding are effective.
Processes to manage safeguarding are robust.
Leaders have ensured that pupils are safe during the school's extensive ongoing building work.
Leaders provide staff with regular and up-to-date safeguarding training. This means that staff are appropriately knowledgeable and vigilant.
Leaders identify and deal with safeguarding issues quickly and effectively. Staff act in the best interests of pupils.Leaders liaise with external agencies well and ensure that pupils get the help that they need.
Pupils learn about healthy relationships and how to keep safe in the community and online. They understand that it is important to report to adults anything inappropriate that they may see online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, teachers do not revisit past learning with enough frequency to strengthen pupils' long-term memory of the curriculum.
This means that pupils sometimes cannot remember what they have been taught and struggle to apply knowledge in a new context. Leaders should ensure that teachers check regularly and make sure that pupils remember important learning.
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in January 2013.
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