St Lawrence Church of England Voluntary Controlled Primary School

About St Lawrence Church of England Voluntary Controlled Primary School Browse Features

St Lawrence Church of England Voluntary Controlled Primary School

Name St Lawrence Church of England Voluntary Controlled Primary School
Ofsted Inspection Rating Good
Inspection Date 20 November 2019
Address Preston-upon-the-Wealdmoors, Telford, Shropshire, TF6 6DH
Phone Number 01952387780
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 87 (48% boys 52% girls)
Number of Pupils per Teacher 27.3
Local Authority Telford and Wrekin
Percentage Free School Meals 10.3%
Percentage English is Not First Language 0%
Persisitent Absence 4.9%
Pupils with SEN Support 9.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

What is it like to attend this school?

Pupils are happy and enjoy being here and said, ‘Our school is all about trust and the community.’

Parents are pleased with the school and like the way staff care about the pupils. One parent commented: ‘This school is nurturing and really puts the children at the heart of all decisions.’

Leaders ensure that the school is welcoming to all pupils. Pupils feel safe and behave well. Bullying very rarely occurs. If bullying does happen, leaders act quickly to sort out any problems.

Leaders plan a range of opportunities for pupils to develop their talents and interests. For example, every pupil has competed in a sport against another school. Pupils sing in a school choir. All pupils recently enjoyed Roald Dahl drama workshops.

Pupils value and know their school’s motto of ‘being the best you can be with God’. They are proud of their school. Staff are caring and get on very well with pupils and parents.

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

St Lawrence CE Primary School is an exciting place in which to learn. Senior leaders have settled the school after a period of change. School leaders, governors and staff are ambitious for all pupils. They provide a broad curriculum that prepares pupils well for life.

Leaders and teachers are passionate that all pupils become fluent and skilled readers. By the end of Year 1, nearly all pupils have learned the phonics skills they need to become successful readers. As a result, pupils have a good start to reading.

Leaders ensure that pupils learn a wide range of words, and what they mean. Teachers share new words through ‘learning lenses’. These lenses identify the words to learn that lesson. Teachers also identify new words through reading stories in class. Pupils enjoy listening to these stories with the teacher. During this inspection, for example, a teacher finished a story time about Paddington Bear at an exciting moment. Pupils were clearly excited to know what would happen next and evidently enjoyed the story.

Leaders have developed plans that set out how teaching builds pupils’ knowledge and skills over time. In the main, teachers use these plans effectively because they know most subjects well. Pupils are knowledgeable about most of their subjects. For example, pupils remembered about Ernest Shackleton from their topic about significant journeys. Pupils could also recall information from previous topics, suchas King Henry VIII. However, staff are still developing their expertise in art and physical education (PE). In addition, some subject leaders are new to their posts and are developing their leadership skills.

Staff have high expectations of all pupils. Leaders and teachers work well with parents of pupils with special educational needs and/or disabilities (SEND). Teachers support pupils with SEND and make sure work suits their needs.

Pupils behave well and are polite and courteous to adults and other pupils. Pupils start work quickly, but on occasion need reminders to keep doing their work.The school teaches pupils to look after themselves and others, and this is a real strength. Teachers guide pupils about the importance of physical and mental health. Pupils are also taught to think about others and they respect that everyone is different. As a result, they are considerate and thoughtful to others. They understand the difference between right and wrong. Staff take pupils to places of interest, and this enriches their learning. However, pupils’ knowledge of different cultures and religions is patchy.

In the Reception class, the children have clear routines. They enjoy listening to stories and learning new words. Children take turns and are quick to help each other. Teachers plan very carefully so that children can get better at key skills. For example, children would not give up when they found it hard to use scissors. The early years leader’s plans develop children’s knowledge and skills exceptionally well in all subjects. Staff use these plans to give children an excellent start.

Leaders give parents of Reception children lots of information to involve them in their children’s learning. The information provided for parents and children when they first start school is exemplary.


The arrangements for safeguarding are effective.

Pupils’ safety is very important to the school. Pupils learn how to keep themselves safe. Pupils know a lot about online safety. They can explain how to recognise if a website is secure. Pupils also know what information they should not share online.

Some pupils are ‘safeguarding ambassadors’ and help promote safety. A pupil in the group said, ‘Being safe is our name, being safe is our game.’

Staff have good relationships with families. Leaders take prompt and effective action when they have concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Some leaders are new to post. School leaders should make sure that these subject leaders continue to get the training they need to do their jobs as well as possible. . Currently, staff expertise in subjects such as PE and art are not as well developed as they could be. To improve this, leaders should provide more training and learn from practice across the federation. . Pupils have a limited awareness of cultural and religious differences in the world. To improve this, leaders should ensure that the curriculum offers sufficient opportunities for pupils to develop their understanding of the diversity of the world.