Lordship Lane Primary School

Inspection of Lordship Lane Primary School Ellenborough Road, Wood Green, London N22 5PS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 25 and 26 April 2023

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What is it like to attend this school?

This is a school that welcomes everyone. Pupils are happy and confident learners. Leaders have high expectations for all. Pupils achieve well. The school has effective support in place for pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Pupils’ behaviour in lessons is calm and orderly. They said that if bullying occurs, teachers deal with it quickly and effectively. One parent echoed the views of many when they stated: ‘Staff are helpful, friendly and caring about our children.’

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What is it like to attend this school?

Teachers encourage pupils to take on leadership roles. This includes being part of the school council. Pupils talked positively about their roles and the difference this made to their confidence. They take part in a variety of outings and visits. Older pupils talked with enthusiasm about meeting local scientists and sports people. This helps them to start thinking about future careers and moving to secondary school.

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What is it like to attend this school?

Staff promote the school’s values well, including resilience and respectfulness. Teachers help pupils to respect others, including those in different families and cultures. For example, one pupil said, reflecting the thoughts of many pupils, ‘We are a big family.’

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better?

Leaders have developed an ambitious curriculum. Typically, leaders and teachers understand what they are teaching and when. They help pupils to build on their prior learning effectively. However, in a small number of subjects, subject leaders have not identified the key content that is required over time for pupils to learn. In these subjects, teaching does not deepen pupils’ subject-specific understanding as securely.

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better?

Teachers use a range of approaches to check pupils’ learning. They use their knowledge of pupils’ understanding to address any misconceptions that pupils may have. Generally, teachers use questioning effectively to help pupils to explain their reasoning. In early years, staff develop children’s communication and language skills well.

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better?

Leaders prioritise reading. They ensure that staff receive training to deliver the school’s phonics programme well. Leaders check the progress that pupils make with their reading regularly. Pupils begin learning to read as soon as they start school. For example, children in Nursery enjoy songs and rhymes. Leaders ensure that pupils have a wide range of texts so that they can develop a love of reading. However, occasionally, pupils do not practise their reading regularly enough. When this occurs, it limits their reading fluency.

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better?

Pupils who join the school part way through their primary education quickly settle in. Staff help pupils to follow the school’s routines and expectations consistently. This helps lessons to proceed uninterrupted. In early years, children listen to their 25 and 26 April 2023

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teachers and follow instructions carefully. They enjoy playing and learning both indoors and outside. Pupils moving around school do so quietly and sensibly. They are well mannered and confident.

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Leaders make sure that they identify pupils with SEND quickly. Teachers adapt learning so that, typically, pupils with SEND access a similar curriculum to their classmates. Pupils receive personalised support, for example to help with their sensory needs or speech and language targets.

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Leaders place a particular focus on developing pupils’ mental health and well-being. Pupils know that there is always a trusted adult that they can talk to either in school or via the ‘worry’ boxes. Leaders have provided a calm environment in the ‘reflection room’ for any pupils who need a quiet moment. Teachers help pupils to be creative and independent. Leaders ensure that pupils have a range of wider opportunities to take up. These include clubs such as football and debating. Pupils are proud of their debating success in national competitions.

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Staff are very proud to work at the school and feel very supported. Members of the governing body hold leaders to account effectively. They know the school well and provide appropriate challenge and support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have clear procedures in place for the reporting of safeguarding concerns. Every member of staff receives regular safeguarding training. Staff know that safeguarding is everyone’s responsibility. Leaders record safeguarding concerns in detail. They act swiftly to support pupils and their families.

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Safeguarding

Pupils feel safe and confident to report concerns to any member of staff. They are taught how to keep themselves safe, including when they are online.

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(Information for the school and appropriate authority)

 In a few foundation subjects, leaders do not identify the crucial content that pupils need to learn, and when. In these subjects, teaching does not help to deepen pupils’ understanding securely. Leaders should ensure that curriculum planning sets out the order in which important knowledge should be learned, and that teachers use strategies effectively to help pupils to know and remember more over time.  Occasionally, leaders do not ensure that pupils at the early stages of reading receive regular opportunities to develop their reading. Where this occurs, this limits pupils’ reading fluency. Leaders should ensure that pupils at the early 25 and 26 April 2023

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stages of reading have precise support and regular practise so that they can catch up quickly.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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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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. 25 and 26 April 2023

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School details

Inspection number 10241932 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 16 May 2017, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  During the inspection, inspectors carried out deep dives into these subjects: reading, mathematics, history, religious education and computing. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also considered the curriculum in other subjects.  Inspectors held meetings with the headteacher, curriculum leaders, the special educational needs coordinators and pastoral leaders. 25 and 26 April 2023

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 Inspectors held meetings with members of the governing body, including the chair, and spoke to a representative from the local authority.  Inspectors observed pupils’ behaviour during lessons, around the school and at lunchtime. Inspectors considered the views of pupils about behaviour in the school.  To evaluate safeguarding, inspectors met with leaders with responsibility for safeguarding, scrutinised the record of recruitment checks, looked at a sample of safeguarding records and talked to pupils and staff.  Inspectors considered responses of parents, staff and pupils, including to Ofsted’s online surveys.

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Phil Garnham, lead inspector His Majesty's Inspector

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Jonathan Newby Ofsted Inspector 25 and 26 April 2023

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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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