|Name||Landywood Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 March 2017|
|Address||Holly Lane, Landywood, Great Wyrley, Walsall, West Midlands, WS6 6AQ|
|Religious Character||Does not apply|
|Number of Pupils||321 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.3|
|Percentage Free School Meals||14.6%|
|Percentage English is Not First Language||1.6%|
|Pupils with SEN Support||4.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. Landywood Primary School is larger than the average-sized primary school. The early years comprises a pre-school, a Nursery class for children who attend either morning or afternoon and two Reception classes for children who attend full-time. The proportion of disadvantaged pupils supported by the pupil premium funding is below average. The majority of pupils are White British and virtually all speak English as their first language. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below 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 by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Since his appointment just over a year ago, the headteacher has transformed the school. He has appointed new senior leaders and new teachers. He has established a culture of high expectations and has driven improvement with relentless energy. As a result, the school is providing a good education to its pupils. Teachers and other adults uphold the high expectations set by the headteacher. All pupils, including those who are disadvantaged or who have special educational needs and/or disabilities, make good progress from their respective starting points. Pupils feel safe at school. Leaders and governors have a strong focus on ensuring that safeguarding arrangements, and approaches to teaching pupils to stay safe, are effective. Pupils behave well in lessons and around the school. They enjoy the opportunities the school offers and are positive about learning. As a result, the atmosphere in the school is calm and pleasant. Children in the early years are well supported to develop the range of skills and knowledge needed in Year 1. The learning environment is bright and stimulating and children are taught well. The spiritual, moral, social and cultural development of pupils is a strength of the school. Pupils are consistently encouraged, through the curriculum and extra-curricular activities, to reflect on key values, to develop their social skills and to understand the world around them. Governors are dedicated and have the necessary skills to support leaders and hold them to account. They know the school well and have a clear understanding of their role. As the leadership structure of the school is new, the role of middle leaders is not yet fully developed. Subject leaders do not consistently monitor progress and outcomes or analyse assessment information to determine where further improvements can be made and additional support provided. Leaders have not developed a programme of staff training based on the school improvement priorities and staff do not consistently share the best practice available at the school.