Launde Primary School

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About Launde Primary School

Name Launde Primary School
Ofsted Inspections
Headteacher Ms Kathryn Priddey
Address New Street, Oadby, Leicester, LE2 4LJ
Phone Number 01162712261
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 629
Local Authority Leicestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Launde are responsible, kind and considerate.

They listen carefully to their teachers during lessons. They enjoy the rewards they can receive for displaying positive behaviours. Pupils have a strong understanding of right and wrong.

They set themselves high expectations for behaviour and conduct. Little learning time is lost.

All pupils are encouraged to participate in extra-curricular activities.

Some pupils attend local and national sports clubs. Their successes are celebrated during assemblies. Pupils learn to listen to different viewpoints.

They learn to express their views about things that are important to them, including how... to improve their school. They know that these views will be heard and respected by all.

Pupils are happy and feel safe at school.

They know that staff care about them. They understand that staff want them to do well in school and beyond. In reading and mathematics, this ambition is realised.

However, in some subjects, including in the early years, the curriculum is not organised or delivered sufficiently well. Checks on how well pupils learn in these subjects are not precise enough. Pupils with special educational needs and/or disabilities (SEND) do not always get the right support.

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

The school, alongside the trust, has reviewed many of its policies, systems and routines. Expectations for the school's curriculum have been raised. New systems for behaviour are being implemented.

The school has ensured that all staff are clear about their roles and responsibilities. These steps are helping to move the school forward. Most staff appreciate the positive changes.

However, much of this work is in its infancy. As a result, it is too soon to judge the impact of these actions.

Pupils learn to read well.

Teachers have received training to develop their understanding of how to deliver this aspect of the curriculum. Those pupils who need additional help to catch up receive bespoke, daily support.

Pupils do well in mathematics.

This is because the school's curriculum in this subject is precise. It breaks down the exact knowledge that all pupils need to know. By the time pupils leave school, outcomes in this subject, and in reading, are strong.

However, other subjects are less well considered. In some of these subjects, what pupils need to know and remember is not well considered. It does not help pupils, including those with SEND, to build up concepts, ideas and knowledge in a progressive manner.

In other subjects, pupils do not achieve as well. This is because the activities pupils are asked to complete do not help them to know more of the intended curriculum. Sometimes, misconceptions and errors are not addressed quickly.

This does not help teachers to have an accurate understanding of what pupils know and recall. It does not help to inform pupils' next steps.

Children in the early years develop secure relationships.

They learn classroom routines well. The school has plans to ensure the outdoor area is further developed. However, the curriculum for the early years is not detailed enough.

It does not actively support children who have gaps in their early development. Communication and language are not sufficiently prioritised for children.

High attendance is rightly prioritised by the school.

Most pupils attend well. Further systems to ensure that parents and carers understand the importance of the children being punctual have been introduced recently.

Pupils enjoy the different roles and responsibilities they have in school.

The school has adapted the curriculum to ensure that online safety is prioritised. Pupils learn about risks and dangers. For example, younger pupils learn about fire safety, and Year 6 pupils develop their understanding of safety during a visit to the 'Warning Zone' in Leicester.

The school has introduced a new programme that supports pupils' mental health and well-being.

The trust has a secure understanding of the school's strengths and actions that need to be prioritised. Trustees and governors make regular checks on this work.


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, the knowledge that all pupils, including those with SEND, need to know and remember is not clear and precise. This is also the case for the curriculum in the early years.

This does not help pupils to know more of the school's planned curriculum. The school must ensure that the whole curriculum is well sequenced and identifies the key knowledge that pupils must know and recall over time. ? In some subjects, the school's curriculum is not implemented with consistency.

Misconceptions are not addressed quickly. Sometimes, pupils are not provided with activities that help them to know more of the curriculum. This hinders how well teachers can make checks on what pupils know and recall.

It does not inform pupils' next steps in learning. The school must ensure that the whole-school curriculum is well implemented and that assessment is used precisely to inform pupils' next steps. ? Many new systems to improve the school have been recently implemented.

However, they are not fully understood by all staff. They are yet to have the intended impact. The school, alongside the trust, must ensure that all systems, routines and policies are embedded effectively and understood by all.

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