Lawn Primary School

Inspection of Lawn Primary School Norbury Close, Allestree, Derby, Derbyshire DE22 2QR

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Outstanding

The headteacher of this school is Karen Hambleton. This school is part of Transform Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rebecca Meredith, and overseen by a board of trustees, chaired by Peter Munro. 11 and 12 June 2024

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What is it like to attend this school?

Pupils feel incredibly privileged to attend this school. They feel secure and happy in a place where ambitions are high for everyone. Parents’ praise is glowing. They typically say this is a ‘fantastic school’. Parents value the dedicated staff who go out of their way to ensure this is a place where pupils ‘belong, learn and thrive’.

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What is it like to attend this school?

Pupils are incredibly polite and courteous. They show tremendous care and respect. Their admirable behaviour contributes to the intensely positive atmosphere throughout school. Pupils have excellent attitudes and are determined to make the most of every opportunity.

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What is it like to attend this school?

Pupils proudly volunteer for the numerous leadership roles. They are inspired to ‘be a positive influence’ and make a difference. Whether serving on the school parliament, looking after the library, monitoring the corridors or tidying the garden, pupils are eager to demonstrate how they are becoming ‘global citizens’.

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What is it like to attend this school?

The school provides pupils with an exceptional education. Pupils study an innovative and impressive curriculum. They consistently attain high standards in the statutory assessments. However, the breadth and depth of their learning goes far beyond. Pupils achieve well in all subjects.

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What is it like to attend this school?

The school’s mission is for pupils to ‘Dream, Believe, Achieve’. Driven by inspirational leadership, the whole school community is realising this vision.

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better?

The inspiring curriculum is exceptionally well planned. For every subject and every aspect of their development, the school has precisely set out and sequenced the essential knowledge that pupils need to learn. They have meticulously threaded their ‘global citizenship curriculum’ through this sequence. A wealth of experiences, visits and visitors enrich the curriculum. These provide a meaningful context for what the pupils are learning. While the curriculum design is complex, it makes complete sense to the pupils. It is so well understood that pupils are comfortable discussing and reflecting on challenging topics.

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better?

Skilled teaching of the curriculum supports pupils’ depth of understanding. Knowledgeable teachers clearly explain new or difficult concepts. They skilfully question to probe and check pupils’ understanding. They often engage pupils in debating quite thought-provoking questions. Teachers provide helpful activities, including through the digital learning platform. Teachers and pupils use this to record their complete learning journey. Even the youngest pupils use it proficiently.

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better?

The school is equally ambitious for pupils with special educational needs and/or disabilities (SEND) to do well. These pupils’ needs are accurately identified. Teachers use technology to good effect to aid and support the learning of pupils with SEND. 11 and 12 June 2024

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They limit potential barriers, such as difficulty in writing. This allows pupils to better focus on the concept they are studying.

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The school is passionate about ensuring pupils become fluent and avid readers. The Reception-age children get off to a flying start. They enjoy voting to select books for the daily story time. Older pupils show great interest in their class novels, chuckling along to the funny ones with their teacher. They value the well-stocked libraries. Since the last inspection, the school has introduced a new phonics programme. This is well established. Staff are experts in teaching pupils to read. Through routine checking, they have a precise understanding of their progress. Staff make sure pupils get the right support to quickly catch up if needed.

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Being well read and understanding phonics supports pupils to become confident writers. Pupils take great pride in their work and their handwriting is beautifully formed. Their excellent compositions often reflect their deeper knowledge in subjects such as geography and history. For example, Year 3 pupils debated whether to become a vegetarian, referring to the impact on farming when making their argument. Year 5 pupils wrote powerful speeches to persuade people to sign up and ‘fight for king and country’ in wartime.

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Pupils have a deep understanding of the school’s and other important values. They respect everyone’s right to their own views and beliefs even if different to their own. One parent commented that the school acts ‘as a great moral compass explaining right from wrong in a difficult and changing wider world’. The teaching of the exceptionally well-considered personal development curriculum is thorough. Pupils talk about it being so ingrained that acting on it is second nature to them.

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The strong partnership between school leaders, governors and the trust is integral to the school’s success. They constantly challenge themselves to ensure the school is the best it can be and reflects the aspirations of the community.

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Staff proudly share in these aspirations. Leaders prioritise their well-being, and staff feel very well supported. Their growth is the result of high-quality professional development. Staff value the many opportunities to share their expertise.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 11 and 12 June 2024

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 11 and 12 June 2024

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School details

Dates of previous inspection 22 and 23 September 2021, under section 8 of the Education Act 2005

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Information about this school

 The school is a member of the Transform Trust. It joined the trust on 1 December 2019.  The school does not make use of alternative provisions.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector met with governors and trustees. Inspectors met with senior leaders of the school and considered a range of documentation provided. 11 and 12 June 2024

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 Inspectors conducted deep dives into the following subjects: early reading, geography, mathematics, modern foreign languages and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened as pupils read to a familiar adult. Inspectors also considered a range of evidence about other curriculum subjects, such as history and design and technology.  The inspectors observed pupils’ behaviour in lessons and around the school site during playtime.  The inspectors spoke with groups of pupils and staff. Inspectors considered the responses to Ofsted Parent View, Ofsted’s online survey for parents, as well as the staff survey.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and

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considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Claire Stylianides, lead inspector His Majesty’s Inspector

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Inspection team

Andrew Monaghan Ofsted Inspector 11 and 12 June 2024

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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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