Short inspection of Leamington Community Primary School
Following my visit to the school on 4 July 2017, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to report the inspection findings. The visit was the first short inspection carried out since the school was judged to be good in March 2013. This school continues to be good The leadership team has maintained the good quality of education in the school since the last inspection.
Both you and the executive headteacher have worked tirelessly to provide a good quality of education for the pupils in your care. The vision and passion you share are evident in the nurture and care you provide for the pupils. The uncompromis...ing belief, expressed by the executive headteacher, that 'learning grows from here', is exemplified in the leadership of the school.
Your staff are dedicated and hardworking. Classrooms are 'places of sanctuary'. High-quality display, reading corners and soothing music, add to the ambience in school.
Staff make good use of the well-stocked library and the range of intervention and therapy/sensory rooms you have provided. As a consequence, pupils are happy and confident learners and their behaviour is good. At the previous inspection, the inspector reported on the strength of your governing body and leadership team.
The documents I examined, together with the meetings held with leaders, confirm that this strength has been maintained. You have a highly-experienced and committed governing body, which shares your vision and your understanding of the community in which you work. The governors' knowledge and commitment to support parents, carers, staff and pupils, has enhanced the school's provision.
At the time of the previous inspection, leaders were asked to further develop the challenge given to the most able pupils, and to increase the rigour and detail in improvement planning. You have acted to tackle these issues. The school's self-evaluation and action planning is thorough and detailed.
Your curriculum has been further developed to include a greater focus on reading and on mastery and problem-solving. This approach is ensuring that pupils are able to address their learning with greater confidence and with a wider range of skills across the curriculum. The most able pupils are challenged well in most lessons, particularly in key stage 2.
However, further time is required to embed strategies in the early years and key stage 1, to ensure that the most able children and pupils are also fully challenged. The learning observed in pupils' books and in lessons throughout the school, shows that pupils are engaged and work well. In the early years, you have provided additional provision for two-year-olds to address weaknesses identified in the performance of children in the Reception Year.
This has successfully supported development in many areas, including in children's gross motor skills, confidence and children's speaking and listening abilities. As a consequence, they are now better prepared for the next stage of their learning. Results have increased year on year and pupils are making rapid progress from very low starting points on entry.
While still below national expectations at Year 2, pupils leave your school at the end of Year 6 with results above those found nationally for all pupils, including those who are disadvantaged. You are still working to further develop outcomes for the most able younger pupils and this will remain a focus for you. Safeguarding is effective Clear procedures are in place to ensure that children are kept safe.
Records are detailed and of a high standard. The school site is safe and secure and the identity of visitors is closely checked. Vigilance is high among staff and pupils.
For example, a pupil in Year 3 asked politely to see the identification badge of the inspector before undertaking a conversation with her. The school was quick to replace a damaged finger safeguard in the nursery when it was highlighted. All the appropriate vetting checks are completed before a member of staff or volunteer starts working at the school.
As the designated safeguarding leader, you have ensured that all staff understand the school's safeguarding policy and new legislation. Together with the deputy safeguarding leader, you keep detailed records relating to the safety of pupils. Governors and staff have completed safeguarding training, including training in the 'Prevent' duty.
You complete an annual audit of safeguarding arrangements, in which there is full compliance. This ensures that pupils are kept free from harm and risks are minimised. Parents are unanimous in their view that this is a safe and happy school where their children make good progress.
They share your drive for improved attendance, and support the strategies put in place by the attendance officer and learning mentor to ensure that pupils arrive in school on time. Almost all parents who responded to the survey agree that the school is a safe and happy place where pupils thrive. One parent said, 'The school is a very happy place and there is not a day that goes by when Mr Vine is not standing on the yard or at the gate at the end of the day acknowledging every child and parent…' Inspection findings ? You, together with your staff and governors, know the school very well.
My visit did not uncover anything that you had not already highlighted in your own