St Lawrence Church of England Primary School

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About St Lawrence Church of England Primary School

Name St Lawrence Church of England Primary School
Ofsted Inspections
Headteacher Mrs Sarah Bush
Address Manor Lane, Wymington, Rushden, NN10 9LL
Phone Number 01933353530
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 149
Local Authority Bedford
Highlights from Latest Inspection

What is it like to attend this school?

St Lawrence Primary School is a happy, friendly place.

Pupils embody the school's vision of 'Let your light shine'. They say that they are proud of their school and that they feel safe.

Behaviour is calm.

Pupils are considerate towards each other. Pupils behave well because they enjoy their learning. For example, they show excitement at science experiments or outdoor learning.

Pupils say that bullying is rare and that if bullying does happen, their teachers deal with it quickly.

Pupils value the high expectations that staff have for them. Pupils know that teachers expect them to work hard.

Because of this, they participate in lesson...s with confidence and enthusiasm.

Pupils enjoy a wide range of opportunities to develop personally. For example, they can access many clubs.

Pupils relish competitive sporting matches against other schools.

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

Leaders have developed a well-planned curriculum. In most subjects, they have identified the key skills, knowledge and outcomes expected for each year group.

For example, in mathematics, the curriculum is sequenced to give pupils the reasoning skills they need for future learning. In some areas, such as art, and design and technology, plans are less developed. Leaders are addressing this.

Teachers help pupils to recap on their previous learning. This helps pupils to remember most of what they have learned. Leaders have ensured that many subject areas have considered approaches to checking what pupils have learned.

However, assessment is not focused closely on what pupils know and remember. This limits how effectively teachers can use this information to support pupils further in some subjects. As a result, some pupils do not learn as well as they might.

Leaders prioritise reading effectively. They have put in place a well-sequenced programme that supports learning well. Children learn phonics as soon as they start in Reception Year.

Pupils who need extra help to catch up receive it. Teachers share their enjoyment of books. As a result, most pupils develop a love of reading.

For example, pupils enjoy the '50 books in a year challenge'.

Most staff teach reading effectively. A small number of staff are not fully confident in using the new phonics programme.

Consequently, a few pupils do not learn to read well quite as quickly as they might.

In early years, children benefit from high expectations. Children settle quickly, are happy and enjoy sharing activities.

Staff are trained effectively in supporting children. Leaders ensure that routines are followed. Children learn the knowledge they need to move on successfully to key stage 1.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) receive strong support. Teachers adapt the learning in class so that pupils with SEND can access the same curriculum as their peers. Skilled adults give these pupils extra help.

Leaders work effectively with a range of specialist external advisers to support pupils with SEND. Consequently, these pupils learn what they need in order to be successful.

Leaders' work supports pupils' personal development well.

The curriculum builds pupils' cultural understanding effectively, such as when they learn about current affairs. Through the curriculum, pupils also develop a strong understanding of difference. For example, they study and celebrate Diwali and the Chinese New Year.

As a result, pupils talk confidently about respect, law and fairness.

Governors are ambitious for the continual improvement of the school. They provide valuable support and challenge to leaders.

Governors monitor safeguarding effectively. They check on leaders' support for groups of pupils, such as those with SEND and those who are disadvantaged. Governors' checks lead to further actions for improvement.

Leaders ensure that all staff have a reasonable workload. This supports staff's well-being effectively.


The arrangements for safeguarding are effective.

Leaders have developed a strong culture of safeguarding. Staff are vigilant in looking for any signs of abuse. Leaders keep well-organised records and review these regularly.

Leaders make prompt referrals to other agencies when they need to.

The curriculum teaches pupils to seek help if they have any worries. They learn how to keep themselves safe online and when in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is a systematic approach to assessment in many subjects within the school. This does not focus sharply on checking closely what pupils know and remember. Leaders must provide clear guidance and support to teachers and subject leaders so that they make suitable use of what this assessment tells them.

• A small number of staff are not fully confident in using the school's new phonics programme. Because of this, some pupils learn to read less quickly than they might. Leaders must train all relevant staff so that they all know equally well how to teach phonics.

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