Lockyer’s Middle School

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About Lockyer’s Middle School

Name Lockyer’s Middle School
Website https://www.lockyersmiddle.org
Ofsted Inspections
Headteacher Miss A Dufek
Address Blandford Road, Corfe Mullen, Wimborne, BH21 3HQ
Phone Number 01202692779
Phase Academy
Type Academy converter
Age Range 9-13
Religious Character Does not apply
Gender Mixed
Number of Pupils 462
Local Authority Dorset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Lockyer's Middle School. They are punctual at the start of the day and to lessons. They know how the six values of the school are relevant to their lives.

Leaders have high expectations of pupils' learning, including those who have special educational needs and/or disabilities (SEND). Staff use recognition and rewards to reinforce expectations. Most pupils live up to these expectations.

They are keen to learn and are proud of the work they produce.

The behaviour of pupils is typically good. Pupils behave sensibly and enjoy social times.

They know the rules and understand what will happen if they break them. Bullying is not ...common and is usually dealt with well if it does happen. However, some pupils do not change their behaviour when it is not good enough.

Leaders have prioritised reading. Pupils enjoy reading and know how important it is. Pupils read books with their tutors that help them to explore complex issues.

For example, they read books which help them to understand neurodiversity, racism and mental health difficulties.

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

The curriculum is ambitious. Leaders have identified the most important learning in each subject.

They have considered the order in which it should be taught. Teachers check that pupils understand new concepts and correct any misconceptions that arise. Teachers are knowledgeable about the subjects they teach and present information clearly.

However, teaching does not always help pupils to develop long-term recall. Pupils do not always remember what they have learned before. In light of this, leaders have begun work to improve how well pupils recall knowledge.

Staff understand the needs of pupils with special educational needs and/or disabilities (SEND). Staff know how best to support pupils so that they can learn the same curriculum as their peers. Leaders work with parents and carers so that they are involved in decisions about their children.

The reading curriculum is rigorous. Pupils read often. Teachers make sure that pupils understand new words that they encounter in all of the subjects they learn.

Pupils who are not fluent readers get the help they need to improve. Leaders have ensured that characters in the books used for teacher-led reading are positive role models for pupils from all backgrounds, including those who are disadvantaged or have SEND.

Pupils are friendly and courteous to adults and when speaking to one another.

However, a small number do not meet the high expectations of leaders. This includes a few who are unkind to their peers. Not all staff deal with poor behaviour effectively.

As a result, the behaviour of those pupils who need to improve does not always do so.

Leaders ensure that all pupils have opportunities to try new activities and develop their interests. Pupils learn how to be healthy, both physically and mentally.

They know about different types of relationships and how these may change over time. Careers education is appropriate and meets the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Pupils feel well prepared for upper school.

Pupils develop their cultural understanding through the books they read, the art and music they learn about and create, and visits from theatre companies.

Leaders have acted to reduce staff workload. Staff enjoy working at the school and say that their well-being is considered by leaders.

Leaders seek the views of staff, parents and pupils. Pupils feel listened to and can give examples of where changes have been made after leaders have sought their views.

Governors know the school well.

Trustees support leaders in school by ensuring that they can focus on the most important priorities.


The arrangements for safeguarding are effective.

The curriculum teaches pupils about potential risks and how to avoid them.

Pupils feel safe. Leaders adapt the curriculum in response to local or national trends.

Staff all know what signs to look out for that may indicate a pupil is at risk.

Staff report concerns promptly to the designated staff. Leaders take appropriate actions when they receive concerns. They are tenacious in securing the help that pupils need.

Robust processes check the suitability of all staff for working with children.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of pupils do not behave well enough. Their poor behaviour is not always dealt with effectively.

As a result, it continues. Leaders need to ensure that poor behaviour is dealt with effectively so that the small number of pupils who need to improve their behaviour do so. ? Teaching does not always help pupils to remember what they have learned long term.

Where this occurs, pupils do not always build on what they already know. This affects some pupils' progression through the curriculum. Leaders need to ensure that teaching helps pupils remember more across all areas of the curriculum.

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