Leighton Primary and Preschool

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders' and governors' plans for improvement have ensured that outcomes for pupils have improved, particularly over the last two years, and continue to do so in reading, writing and mathematics.

Robust performance management systems for staff have improved teaching to ensure that the quality of teaching and learning is mostly good across the school. Leaders have designed a broad curriculum that enriches pupils' life experiences through a wide range of trips and activities. It contributes strongly to pupils' spiritual, moral, social and cultural development, and their understanding of the world.

Pastoral care and nurture are strengths of ...the school. Leaders and teachers ensure that the most vulnerable pupils receive the support they need to be able to learn effectively. As a result, pupils enjoy school and attendance is in line with national averages.

Early years provision is good. From low starting points, children make good and sometimes better progress. At the end of Reception, children are supported by strong transition arrangements so that they are ready for their learning in Year 1.

Pupils are polite and respectful to adults. They generally demonstrate good behaviour in and out of lessons. This is because there are strong, positive relationships between pupils and staff.

Leaders' actions have ensured that the teaching of reading is now good. As a result, pupils are developing good reading skills across all year groups and pupils' outcomes are improving. Leaders of English and mathematics have ensured that standards in reading, writing and mathematics are improving.

However, leaders of other subjects do not have an accurate enough view of the strengths and weaknesses in their subjects. Teachers do not routinely check pupils' work to ensure that presentation is of a good standard. Some teachers do not always use what they know about pupils to provide sufficient challenge to pupils or move learning on quickly enough in lessons.

This is notably the case for the most able pupils. Assessment information is not being used well enough by leaders to identify and help pupils so that they can make the progress of which they are capable, and more pupils can achieve the higher standards.

Information about this school

The school is much larger than most primary schools.

64% of the pupils are from White British backgrounds. The proportion of pupils who speak English as an additional language is above that found in most schools. The proportion of pupils who are eligible for support from the pupil premium funding is almost double the national average.

The proportion of pupils who have SEN and/or disabilities is above average. A significant number of pupils enter the school at other than the usual times of admission. Provision in early years takes the form of two Reception classes with all children attending full time.

The school meets the government's current floor standards for pupils in Year 6. These are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics. The school will be acquiring a pre-school by the end of the academic year.