Weston Lullingfields CofE School

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About Weston Lullingfields CofE School

Name Weston Lullingfields CofE School
Website https://westonlullingfields.westcliffefederation.co.uk
Ofsted Inspections
Acting Headteacher Mrs Kate Scott
Address Weston Lullingfields, Nr Baschurch, Shrewsbury, SY4 2AW
Phone Number 01939260306
Phase Primary
Type Foundation school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 33
Local Authority Shropshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are safe and happy at this school. Pupils and parents and carers talk about it being a 'small school, big family'.

Leaders make sure that everyone is included and valued. They have developed the curriculum, so that it is now well sequenced. Leaders know that there is more to do to make sure that this new curriculum is taught well in class.

The school provides many opportunities for pupils. For instance, pupils get to take part in productions and to represent the school at safety events. Pupils speak with enthusiasm about the importance of caring for others.

They enjoy the responsibility of leading worship in assemblies and taking part in cross-federati...on activities.Pupils behave well and are considerate to one another. Bullying does not occur.

Pupils know that staff will work to help them. They learn the importance of being healthy, for example by walking a daily mile.Pupils have a secure knowledge of how to keep themselves safe.

They share their thoughts confidently. The range of values promoted at the school complement this core knowledge. These helps to support pupils' personal development, for example in having courage to persevere and courage to take responsibility.

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

Leaders are ambitious for what they want pupils to achieve while at Weston Lullingfields Church of England School. The new headteacher has a very accurate view of the school's priorities. She is making improvements with the support of other leaders.

Together they have already taken many positive actions, but some of these new changes are still in their infancy.

Leaders are in the process of improving the curriculum across many areas of the school. However, for some subjects, curriculum leaders are not clear about how well the new curriculum is being delivered.

Some activities in the classroom do not help pupils to focus on important knowledge or to progress through the curriculum well enough.

Reading is a top priority. From early years to Year 6, pupils read often and are increasingly confident.

Leaders' work to improve the quality of phonics teaching has had a positive impact. Staff follow an agreed way of teaching that helps them know exactly which sounds to teach and when. Pupils who are in danger of falling behind get extra support.

Most pupils are fluent readers by the time they start in key stage 2. This helps them to access the school's curriculum.

In foundation subjects, such as history, there is work to be done to make sure that these are as effective as other subjects.

For example, while there are clearly sequenced sets of lessons for different subjects, teachers do not do enough to check on what pupils have learned. This means that teachers do not know what pupils have remembered. This makes it difficult for them to spot and address any gaps in pupils' learning.

Leaders ensure that the needs of pupils with special educational needs and/or disabilities (SEND) are met well. When difficulties with learning are identified, pupils usually get the support they need at the right time. When needed, teachers work closely with other specialists to make sure that provision is carefully matched to pupils' needs.

This helps pupils with SEND to achieve well. Leaders have invested in resources to support pupils with their mental health and well-being.

Pupils' behaviour is friendly and kind.

Staff model the behaviours they expect to see. In addition, the curriculum promotes good behaviour. For example, pupils reflect on what it means to be a good friend and learn how to manage their emotions.

This helps pupils to make responsible choices, and allows lessons to run smoothly.

Pupils' personal development is a high priority at the school. Leaders make sure that pupils have opportunities to engage in enrichment activities, such as community events around the church calendar at the local church.

Pupils understand how they can make a positive contribution to their school and the wider community.

Governors have a good understanding of their roles. They have developed suitable action plans to support them in setting the strategic vision for the school.

Governor visits are focused on holding leaders to account.

Staff are positive about their work and feel well supported. They know they can ask for support from leaders.

They give many examples of the ways in which leaders consider their workload and well-being. They feel their workload is manageable.


The arrangements for safeguarding are effective.

Staff are trained to identify accurately any potential issues promptly. They understand the school's processes and use these effectively. Leaders' record-keeping is comprehensive and well organised.

They keep any issues under constant review.

Governors maintain appropriate oversight of leaders' work to safeguard pupils. They make sure that the right checks are in place when staff are recruited.

When necessary, leaders secure additional support for pupils and their families.

Pupils learn about healthy relationships, appropriate behaviour and how to keep themselves safe. The safeguarding culture in the school is strong.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the new curriculum does not always ensure that pupils learn and embed key knowledge into their long-term memories. This means that some subject-specific content can be missed, leading to gaps in what pupils know. Leaders should continue to provide training and support, so that staff implement the curriculum as intended.

• In the foundation subjects, leaders have not thought carefully enough about how to check on what pupils know. This means that they are not clear about what pupils have remembered and what they need to learn next. Leaders should ensure that there are effective and manageable routines for assessing pupils' learning.

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