Landau Forte Academy Moorhead

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Landau Forte Academy Moorhead.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Landau Forte Academy Moorhead.

To see all our data you need to click the blue button at the bottom of this page to view Landau Forte Academy Moorhead on our interactive map.

About Landau Forte Academy Moorhead


Name Landau Forte Academy Moorhead
Website http://www.lfadm.org.uk/
Inspections
Ofsted Inspections
Headteacher Mrs Ruth McNeil
Address Brackens Lane, Alvaston, Derby, DE24 0AN
Phone Number 01332571162
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 207
Local Authority Derby
Highlights from Latest Inspection

What is it like to attend this school?

This is an improving school.

Leaders have high expectations of all pupils. Along with governors, trustees and staff, they share a determination that pupils will receive a high-quality education and be prepared for life beyond primary school. Pupils are benefiting from a curriculum that is well planned.

They enjoy their lessons, but do not readily remember the most important things they have been taught in all subjects.

Pupils feel safe here because they know that the adults care for them and will look after them. Most pupils enjoy coming to school because they like to learn and to be with their friends.

Pupils enjoy welcoming their parents and carers... into school to read with them on Wednesday mornings, or to enjoy a pizza in the school yurt on parents' evening.

Pupils say that behaviour in school has improved. It has.

Most pupils are respectful and behave well. Pupils do not worry about bullying because they know that if it happens, they can confide in an adult who will deal with it swiftly. Pupils told inspectors that their school is friendly, kind and fun.

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

Reading is well taught. Right from the start of the Reception Year, children learn about letters and the sounds they make. Pupils can read the books that teachers have chosen for them because they contain the words that pupils know.

As pupils become more confident readers, they develop favourite authors or genres of books. 'Book-swap boxes' around school encourage pupils to drop in a book they have enjoyed so that someone else can take it and enjoy it too.

Mathematics is also well taught.

Teachers have strong subject knowledge and use this to explain new concepts to pupils clearly. Teachers know what they need to teach so that pupils build up their knowledge and understanding step by step.

In every subject, leaders have set out a curriculum in which it is clear what pupils should learn and when.

Leaders have identified the most important vocabulary that pupils must learn. Staff receive training in how to plan their lessons. However, sometimes teachers, including those in the early years, do not consider well enough the activities that they provide pupils, including activities designed to help pupils to remember what they have learned.

Too often, pupils struggle to remember what they have been taught in some subjects.

Leaders have high expectations for how well pupils with special educational needs and/or disabilities (SEND) will achieve. The special educational needs coordinator (SENCo) makes sure that these pupils receive the support they need.

Teachers provide additional help, or the right equipment, for pupils with SEND so that they can learn alongside others.

Leaders have raised everyone's expectations of how pupils should behave in school. At playtime, pupils chat with their friends or play with the wide range of equipment on offer.

When it is time, they line up quietly to return to their classrooms. Pupils move around school sensibly. Almost always, pupils listen to their teachers and follow instructions well.

Pupils recognise that behaviour has got better. They know that there are consequences for poor behaviour, as well as rewards for doing the right thing. A few pupils do not manage their own behaviour well enough.

These pupils are not always respectful.

There is a wide range of opportunities from which pupils can benefit. They can learn to play a variety of instruments, including the piano, saxophone, flute and clarinet.

They can apply to be the headteacher for a day. They enjoy residential visits and raise money for charities. They talk confidently about the importance of eating healthily.

While pupils learn about religions and cultures that may be different from their own, many struggle to remember what they have been taught. Similarly, pupils learn about the British values of democracy, tolerance, the rule of law and mutual respect. However, many pupils cannot talk about these values with confidence.

They are not being as well prepared as they could be for life in Britain.

Leadership is strong. Leaders have a clear vision for the school.

They are determined that pupils will receive a high quality of education and benefit from a range of experiences that will inspire them and broaden their horizons. Trustees and governors know the school well. They provide a good balance of support and challenge to leaders and staff.

Leaders at all levels are well placed to build on the improvements that have been made.

Safeguarding

The arrangements for safeguarding are effective.

The welfare of pupils is very high on everyone's agenda at this school.

Staff understand their responsibilities and know how to report any concerns they may have. Leaders, working with external agencies if appropriate, provide support for pupils and their families when this is needed.

Pupils learn to keep themselves safe.

This includes when they use technology. Police officers visit the school to help pupils learn about safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For all subjects, leaders have identified what pupils will learn and when.

However, in some subjects, including in the early years, the activities that teachers plan to help pupils to recall prior learning do not have the desired effect. Pupils do not always reliably recall what they have been taught. When this is the case, they do not build on prior learning well enough.

Leaders must ensure that teachers understand how best to design activities that enable pupils to build strongly on prior knowledge and remember in the long term what they have learned. ? Pupils struggle to recall what they have learned about different religions and cultures and about British values. Their knowledge of these concepts is not sufficiently developed.

They cannot talk about them with confidence. Leaders must ensure that pupils' understanding of the different religions and cultures and the different British values is secure, so preparing them fully for life in Britain. ? Most pupils behave well and are respectful.

They live up to the expectations as set out in the school's behaviour policy. However, some pupils do not reliably self-regulate and behave as well as leaders expect. Leaders need to ensure that all pupils understand the importance of demonstrating good behaviour, including by abiding by the recently launched behaviour policy.

Also at this postcode
Alvaston Moor Academy Y-Kidz Holiday Activity and Food programme

  Compare to
nearby schools