Lodge Farm Primary School

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About Lodge Farm Primary School

Name Lodge Farm Primary School
Website http://www.lodgefarmprimary.co.uk
Ofsted Inspections
Mrs Rebecca Craine
Address Willenhall School Sports College Campus, Furzebank Way, Willenhall, WV12 4BU
Phone Number 01902928900
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 411
Local Authority Walsall
Highlights from Latest Inspection


Lodge Farm Primary School continues to be a good school.

What is it like to attend this school?

Lodge Farm Primary is a community of happy pupils and adults. The school actively promotes and celebrates aspiration and diversity.

The school plans its curriculum effectively to ensure all pupils enjoy learning and learn well. The school achieves its aim for all pupils, including those with special educational needs and/or disabilities (SEND), to become 'positive, independent, confident and ambitious' learners.

Pupils are safe in school.

They know who to talk to if they are worried about anything. Staff deal well with any issues which pupils raise. Pupils know how to k...eep themselves safe when online and in the wider world.

Behaviour is good in lessons and at other times of the school day, including breaktimes. Lessons are engaging and pupils want to learn. They present their work beautifully and take pride in their school.

Pupils welcome visitors and new members of the school eagerly and helpfully. They are polite and well-mannered. As one pupil said, 'It's like home.'

Others told the inspector, 'We are all friends: we care about each other.' They certainly do.

Parents and carers value the support they and their children receive from the school.

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

The school has developed a curriculum that meets the needs of all pupils. It starts in the early years and builds in a logical, sequential manner. The curriculum identifies what pupils should learn, in what order and what methods work best.

This helps staff, including those at an early stage in their career, to plan their teaching with confidence and have the freedom to adapt lessons to ensure pupils learn successfully.

Lessons begin with a recall of past learning. Learning is progressive.

This helps pupils to secure their learning and learn more over time. Pupils readily make connections between past and present leaning. Their use and understanding of vocabulary develop well.

Staff use questioning successfully to challenge any misconceptions pupils may have. However, staff do not consistently ask questions that extend pupils' ability to reason and deepen their learning.

The school's curriculum helps pupils learn key skills, knowledge and facts.

It also encourages them to think, for example, like historians, geographers or scientists. Pupils successfully develop their enquiry skills and how to use sources to inform or prove a point of view.

Children in early years are happy and settled.

Adults quickly establish routines that promote the school's high expectations. The environment is attractive and full of exciting, purposeful learning experiences. Children progress well as a result of the well-planned curriculum that supports language development, curiosity and a love of learning.

The development of a love of reading is a key priority for the school. The attractive, well- stocked library greets all who enter the school. Pupils visit it weekly to choose books to enjoy at home.

The school has a well-established approach to the teaching of early reading. Staff are highly skilled and teach reading well. They use assessment effectively to ensure all pupils learn to read fluently and receive extra support as soon as they need it.

Staff are passionate about reading to pupils daily and pupils enjoy voting for the books they will listen to next.

Pupils with SEND receive effective support. The school quickly identifies their needs and addresses them.

Adaptations to the curriculum and environment help pupils access all learning alongside their peers and become confident, successful, independent learners. Pupils who find managing their behaviour more difficult, or those who are going through difficult times, have opportunities to 'take a break' and spend short periods of time in special learning hubs. They quickly return to lessons ready to learn again.

Pupils with SEND participate in all aspects of school life.

Pupils value taking on roles such as librarians, school councillors, bank workers and the prestigious role of bank manager. They enjoy visits, visitors and special enrichment days.

Many pupils enjoy instrumental music lessons and love to sing in the choir. Pupils have an excellent understanding of fundamental British values. They apply them to their everyday lives.

They are well prepared for life in modern Britain.

The school encourages parents to join in with workshops covering learning and other aspects of school life. These opportunities start in the early years.

They help parents share in their children's learning and understand the value of regular school attendance.

Staff are proud to work at the school. They value the support and professional development provided by the school and trust.

The trust offers the school effective support and challenge.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes teachers miss opportunities to ask pupils challenging questions that require them to explain and apply their learning thoroughly.

As a result, pupils do not always develop, or apply, their previous knowledge and skills to new or complex concepts as well as they might. The school should support staff to develop their questioning skills further.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in October 2018.

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