Leen Mills Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leen Mills Primary is a joyful and welcoming place.

The pupils demonstrate the school's three values of being curious, creative and confident. They are well cared for and proud of their school. One pupil reflected, 'The school makes you feel like you are a member of a large family, and everyone is included.'



Warm relationships ensure that behaviour is positive from the classroom to the playground. Pupils say that they are happy and feel safe. They are respectful of one another and work well together in lessons.

Pupils are polite to visitors, adults and each other. Pupils consistently say that the reason they love this school is because of the teach...ers.

Leaders have high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND).

The school is very inclusive.

Parents and carers are overwhelmingly positive about the school. A common view of parents is that 'the school has an overall feeling of care, trust and respect'.

Another parent commented, 'The commitment Leen Mills has, not only towards children's education but also towards their health and well-being, is amazing.'

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

Leaders have worked hard to review the school's curriculum, demonstrating the highest ambition for all. This includes for pupils with SEND.

Leaders have identified the important knowledge that pupils need to know and remember. Subject leaders have ensured that the curriculum is sequenced so that new learning builds on what pupils already know. As a result, pupils know and remember more over time.

Often, teachers assess pupils' knowledge and understanding well. They use this information to identify when pupils might have gaps in their knowledge. However, assessment procedures are not fully embedded or consistent across all subjects.

The intended learning outcomes in lessons are ambitious. However, teachers' expectations of the work produced in some lessons are not always high enough to achieve those outcomes.

Teachers have strong subject knowledge.

They plan interesting lessons that help pupils to learn. Teachers use skilful questioning to help pupils recall important knowledge. They encourage pupils to discuss their learning and share their ideas.

Pupils with SEND are well catered for. Leaders have clear systems in place to identify pupils who may have specific needs. They ensure that pupils with SEND are supported well to access the same curriculum as their peers.

Leaders ensure that pupils with SEND are included in all aspects of school life. The school's 'treehouse' offers a calm and well-considered space, where experts are on hand to support pupils.Leaders have thought carefully about the teaching of phonics and early reading.

There is a consistent approach to the teaching of phonics, which starts with the children in the early years. Staff have received appropriate training. Frequent and accurate assessments mean that pupils who might fall behind are easily spotted.

Teachers fill knowledge gaps quickly through extra phonics sessions. Pupils become capable readers who love books.

Children in the early years get off to a good start.

Leaders have prioritised the early years. The children benefit from clear structures and routines. They tidy resources and move to their next task efficiently.

Teachers' interactions with pupils in the early years are high quality and supportive. The well-planned and delivered early years curriculum prepares pupils well for the next stage.

The curriculum extends beyond the academic.

There is a well-sequenced personal, social and emotional development programme in place. Leaders are clear about their ambition for all pupils to gain a broad range of experiences. This is done through residential trips and the wide range of clubs on offer.

Pupils take part in projects and charity fundraising.

There are activities that support pupils' spiritual, moral, social and cultural development. However, leaders are aware that they need to further develop this part of the curriculum so that children get more opportunities and experiences to deepen their understanding, particularly of different faiths, religions and cultures.

Pupils are friendly and polite to visitors. They behave well in lessons and work hard. This has not happened by accident.

Teachers model positive behaviour. Pupils show respect and support for one another. One pupil quoted the school's motto: 'when you enter this loving school consider yourself part of this extraordinary family.'

Pupils live and breathe this.

Senior leaders know their school well. They are ambitious and hardworking.

Leaders provide regular training and consider staff's well-being and workload. Governors provide leaders with an effective balance of challenge and support. Staff are extremely proud and happy to work at the school and be part of 'team Leen Mills'.

Safeguarding

The arrangements for safeguarding are effective.

Staff know the pupils well. All staff receive safeguarding training and regular updates about how to keep pupils safe.

They are knowledgeable about the local issues that may affect their pupils.

Leaders are quick to act when they are aware of a concern, involving other agencies when necessary. Those responsible for checking the safeguarding arrangements do so rigorously.

Leaders keep accurate records.

Pupils learn how to understand and manage risks they may face, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders are aware that some aspects of the curriculum need further refinement, particularly in ensuring that teachers' use of assessment consistently identifies gaps and misconceptions in pupils' knowledge and that expectations are consistently high.

Leaders must ensure that assessment processes and the delivery of the curriculum in all subjects are of equally high quality so that pupils learn as well as they should. ? Pupils do not have a fully developed and broad understanding of other faiths, religions and cultures. Leaders should ensure that pupils receive sufficient opportunities and develop a deeper understanding of these aspects of the curriculum.

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