Lime Tree Primary School

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About Lime Tree Primary School

Name Lime Tree Primary School
Ofsted Inspections
Mrs Emma Skipper
Address Battlebridge Lane, Merstham, RH1 3LH
Phone Number 01737645836
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 441
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are proud to be part of this exceptional school. Leaders' unwavering focus on weaving the school's values of courage, responsibility, cooperation and resilience through every aspect of school life has created an environment in which pupils thrive. Pupils flourish.

They mature into curious, articulate and well-rounded individuals.

Pupils feel valued. Leaders listen and act upon the ideas pupils have on how to improve their school further.

A sense of partnership unites the school. Pupils relish the responsibilities that leaders trust them to carry out such as being prefects, sports leaders or art ambassadors. For example, they work alongside st...aff at lunchtimes so that everyone can enjoy the many activities on offer.

Leaders set the highest of expectations for pupils' behaviour and learning. Pupils' attitude to learning is exemplary. They work hard.

Classrooms buzz with a shared sense of purpose.

Pupils say adults listen if they are worried in any way. They know that staff will not tolerate unacceptable behaviour.

It is sorted out quickly. Pupils say bullying incidents are rare and they feel safe and protected.

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

Much thought has gone into devising a curriculum that meets pupils' needs and interests, including those with special educational needs and/or disabilities (SEND).

Right from the start in early years, all children are excited and motivated to learn by the experiences they are offered.

The careful construction of the ambitious curriculum means that pupils continually build on their learning until they secure a broad and deep knowledge across all subjects. Pupils know and remember a great deal of their learning.

This prepares them very well for the next stages of their education as they move up through the school and beyond.

Leaders ensure that high quality professional development for all staff is a priority. This helps give staff the subject specific knowledge they need to deliver all aspects of the curriculum confidently.

Teachers ensure that pupils learn things in the right order to help them to achieve high quality end points. For example, pupils designing a tent for a mountaineer were able to apply previous learning about joining materials, insulation, and strong structures to complete the task well.

Teachers expertly check what all pupils can remember from their previous learning.

They use this information to set follow-up work at precisely the right level of challenge. Pupils with SEND are considered at every stage so that their learning is supported well, and they experience success.Children get off to a flying start in early years.

Staff are experts in helping children to master their phonics and learn to read. Reading has a high priority across the school. Anyone who struggles or starts to fall behind is quickly identified and given the help they need to catch up quickly.

Reading and books are valued by staff and pupils alike both as a source of pleasure and information.

An emphasis on using and understanding a wide range of words abounds. Pupils quickly develop an impressive vocabulary.

The youngest confidently described life cycles with clarity and understanding. Further up the school pupils could discuss issues around democracy and protected characteristics with remarkable eloquence, insight and knowledge.

Leaders' work to promote pupils' personal development truly stands out.

Groups such as the parents' cultural committee work with leaders to help ensure that pupils see difference as positive. Pupils have a strong sense of equality. Activities such as mystery guest videos from teachers and parents help pupils to understand and value a range of cultures and beliefs.

Excellent learning behaviours are established quickly. Children in the early years enjoyed a joyfully exuberant dance session but settled down quickly when it finished. Elsewhere pupils work very well together in groups or pairs.

They are full of ideas and support each other to do well.

Staff are unanimously proud to work at the school. They are appreciative of the careful consideration that is given to their workload and well-being by leaders and school strategy board members.

The trust and the school strategy board support leaders exceptionally well.


The arrangements for safeguarding are effective.

All staff are well trained and have detailed knowledge about how to identify safeguarding concerns.

The particularly positive relationships across the school help staff to quickly spot when all is not well.

Parents have a high degree of trust in the school to help keep pupils safe. Where necessary leaders are tenacious in their work with other agencies to secure help and support for pupils.

Pupils feel very safe too. Leaders carefully weave activities into the curriculum to further develop pupils' awareness of particular issues. Recently, for example, there has been additional work around online safety.

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