Launde Primary School


Name Launde Primary School
Website http://www.launde.leics.sch.uk/
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address New Street, Oadby, Leicester, LE2 4LJ
Phone Number 01162713899
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 629 (48.3% boys 51.7% girls)
Number of Pupils per Teacher 25.9
Academy Sponsor Scholars Academy Trust
Local Authority Leicestershire
Percentage Free School Meals 6%
Percentage English is Not First Language 24.2%
Persistent Absence 5.3%
Pupils with SEN Support 5.2%%
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Main findings

Launde Primary School provides an outstanding quality of education. The key to its success is the dynamic and forthright leadership of the headteacher, who is supported by an extremely effective leadership team. Together, they have created a culture in which pupils believe in themselves and have the motivation to do their very best.

Pupils are very proud of their school, describing it as a place that is 'fun, interesting and where people are friendly'. They fully subscribe to the ethos of hard work, achievement and service to others. Good partnerships with parents and carers, as well as the excellent partnerships with outside agencies, greatly adds to the comprehensive and inclusive way in which the s...chool develops pupils' learning.

This is a large school, but it has much of the family atmosphere of a small one. Key to this are the high quality of relationships and mutual respect, which results in exemplary attitudes and behaviour. This begins in the Early Years Foundation Stage, where children make good progress in their personal, social and emotional development.

Pupils greatly enjoy their education because outstanding teaching ensures that the work they receive excites their curiosity and challenges them to learn. Consequently by the time pupils leave school in Year 5, attainment is high in English and mathematics. Whilst pupils who learn more quickly attain the higher levels expected in reading and in mathematics, fewer pupils attain the higher levels in writing.

Senior leaders have taken action, for example by introducing regular focused group work, known as guided writing sessions. However these sessions have not yet had time to fully influence attainment and this practice is not yet consistent. Also the balance between the opportunities pupils have to record their ideas in narrative and non-narrative writing is not sufficient in some year groups.

Despite this, there is some outstanding practice in the teaching of writing, but it has not been shared throughout the school. Outstanding marking is also evident, especially in Years 1, 4 and 5, and is highly influential in accelerating progress. Although good marking is noted in other year groups, it is not as effective in raising attainment and thereby improving pupils' progress.

Stringent monitoring of teaching and learning and the impact of actions taken, combined with an emphasis on accountability, leaves no room for complacency. It also ensures that self-evaluation is accurate and highly effective. Such rigour provides the school with an excellent capacity to improve further.

This is demonstrated well by the many improvements made since it was judged outstanding at the time of its last inspection.

Information about the school

In this well-above-average sized multicultural primary school approximately one half of pupils are of Asian British or Asian-Indian background. One fifth of pupils are of White British heritage, and the remaining 30% of the school population is made up of pupils from 13 different ethnic backgrounds.

Eighty percent of pupils do not have English as their first language. The proportion of pupils who have special educational needs and/or disabilities is below average, although the proportion of those with a statement of special educational needs is broadly average. The number of pupils known to be eligible for free school meals is well below average.

Provision for the Early Years Foundation Stage is provided in three Reception classes. The school has a number of externally accredited awards including Healthy Schools status and an International School award. The school is designated as a National Support School.