Lings Primary School

Inspection of Lings Primary School Hayeswood Road, Lings, Northampton, Northamptonshire NN3 8NN

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Good 15–16 October 2019

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What is it like to attend this school?

Pupils are proud of their caring school. They feel safe in school. They trust adults to listen to them and support them when they need it. They enjoy activities that make learning fun, such as golf and gymnastics or visiting the National Gallery. They can perform in ‘Romeo and Juliet’. They appreciate that teachers help them to get better at reading, writing and mathematics. They feel that, sometimes, they could work harder.

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What is it like to attend this school?

Leaders want pupils to ‘set the standard’ and achieve their best. They have high ambitions for all pupils to achieve well. However, pupils cannot remember some of the important information from their lessons that leaders want them to know.

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What is it like to attend this school?

Pupils enjoy taking on responsibilities. Play leaders said, ‘It makes me feel good when I help others.’ Pupils explain their thoughts in a mature and considerate way. They support each other. Pupils wholeheartedly agree that ‘We don’t judge people here.’

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What is it like to attend this school?

Pupils behave very well in the classroom. They think the rules are fair. They enjoy receiving house points as rewards, for example for being kind or working hard. Pupils say that bullying happens rarely, if at all. They say that adults are quick to help them sort out disagreements.

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better?

Following the last inspection, standards began to fall. Pupils underachieved in many subjects. The decline in standards has stopped. The new leaders are determined that all staff will have high expectations of what pupils can achieve. They have focused on the right things to improve the quality of education that pupils receive. However, they know that it is not yet good enough.

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better?

Teachers plan lessons in mathematics that build on what pupils already know. Pupils develop their number skills well. They become more confident at solving mathematical problems. Pupils gain the knowledge that they need so that they can take on even more demanding work in mathematics as they move through the school.

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better?

Teachers link writing lessons to interesting topics that pupils are studying. This helps pupils to expand their vocabulary. Pupils use the new words they have learned to improve their writing. Teachers make sure that most pupils use their grammar and punctuation skills correctly when they are writing. Pupils achieve well in writing.

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better?

Leaders have introduced new methods for teaching phonics and reading. Teachers read a range of age-appropriate books to pupils. These include story books and information books. Pupils enjoy using the library. Teachers make sure that pupils have time to read every day. Leaders have started to check that all teachers follow the new methods precisely. Not all teachers make the best use of the time set aside 15–16 October 2019

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In other subjects, such as English, science and history, teachers are clear about what pupils need to learn and when. This helps teachers to plan lessons that build on what pupils have learned before. However, some teachers do not give pupils work that is demanding enough.

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Leaders identify pupils with special educational needs and/or disabilities and pupils who are at risk of falling behind. They consider carefully the extra help these pupils need. They put it in place so that these pupils can catch up and keep up.

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The trust has worked with leaders to improve the curriculum. They have written clear plans for most subjects. These include what they want pupils to learn, revisit and remember. Leaders have provided some training for subject leaders and teachers. However, leaders have not yet put these plans in place in all subjects.

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Staff in the early years work closely with families. They make sure that children settle well into school life. They build positive relationships with children. Staff develop children’s language skills at every opportunity. They plan learning that is exciting for children and captures their interests. Teachers build children’s knowledge and understanding so that they are ready to start Year 1.

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Pupils behave well. We saw very little low-level disruption during lessons. Staff give pupils many opportunities to develop as considerate, happy and healthy individuals. They can take part in residential visits or visits to theatres, art galleries and places of worship. They can work with local magistrates and organise charity fundraising events. Pupils are proud to represent their school in many sports and dance events.

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Leaders care about staff’s well-being. Staff appreciate this. Leaders have developed a strong sense of teamwork throughout the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Pupils’ welfare is the school’s highest priority. Staff know the signs that may mean a pupil is at risk of harm. They share any concerns with leaders so that timely support is given.

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Safeguarding

Leaders check staff’s suitability to work with children before they start to work at the school. Staff receive regular safeguarding updates and training.

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Safeguarding

Leaders work well with external agencies to provide help and support for pupils who need it. Pupils learn how to keep themselves safe. Pupils understand how to stay safe when online and when crossing roads. They have a good understanding of healthy relationships. 15–16 October 2019

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(Information for the school and appropriate authority)

 The senior leadership team has introduced appropriate curriculum frameworks and training for teachers. Pupils’ outcomes in mathematics and writing have improved considerably. However, actions taken to improve the reading curriculum have not yet been as effective. Leaders should ensure that approaches to phonics and reading are refined so that pupils become fluent and confident readers, ready for the next stages of education.  The work that teachers set for pupils does not always match the ambition of the curriculum. Leaders need to make sure that teachers plan work that is demanding enough for all pupils.  The trust has worked with leaders to develop a coherently planned and well- sequenced curriculum. Together, they have identified the key knowledge and skills that they want pupils to learn in foundation subjects. Leaders should now make sure that these plans are being successfully implemented so that pupils know and

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(Information for the school and appropriate authority)

remember more.  Senior leaders have started to provide subject leaders with the training and support they require. However, some subject leaders have not fully utilised this training to improve the quality of education in their area of responsibility. Senior leaders should provide further support to ensure that all subject leaders fulfil their roles.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 15–16 October 2019

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School details

Inspection number 10110105 Type of school Primary

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School details

Date of previous inspection 2 February 2016

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Information about this school

 The trustees of the Northamptonshire Primary Academy Trust put in place an academy improvement board (AIB) in September 2017. This followed a significant drop in pupils’ results in national assessments of reading, writing and mathematics in 2016 and 2017.  The AIB restructured the senior leadership team in February 2018. An experienced executive headteacher was appointed from within the trust, along with two heads of school.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors met with the executive headteacher and heads of school. They spoke to the trust’s chief executive officer and the chair of the AIB.  Inspectors examined the quality of education pupils receive in reading, mathematics, writing, science, physical education and religious education. This included discussions with subject leaders, teachers and pupils, visits to lessons with leaders and scrutiny of pupils’ work. 15–16 October 2019

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 Inspectors checked the school’s approach to safeguarding. They met with the designated safeguarding lead, family support workers, members of the AIB and school administrative staff. They scrutinised documentation, such as school policies and records of recruitment and vetting checks. Inspectors spoke to a range of staff about safeguarding, including breakfast club supervisors, lunchtime supervisors, office staff and classroom staff.  Inspectors spoke to a range of pupils about school. They observed pupils across the school day, including at lunchtime and breaktime. They spoke to parents at the end of the school day and considered the 46 responses to Parent View, Ofsted’s online questionnaire. They considered the 35 responses to the online staff questionnaire. There were no responses to the online pupil questionnaire.  Inspectors examined a range of documentation, including published information about the school’s performance in national assessments, the school’s self-

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evaluation, the school improvement plan, information related to behaviour and attendance, and the information published on the school’s website.

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Inspection team

Mandy Wilding, lead inspector Ofsted Inspector

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Inspection team

Pete Strauss Ofsted Inspector 15–16 October 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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