Lea Neeld's Endowed Church of England Primary School

Inspection of Lea Neeld's Endowed Church of England Primary School Lea Road, Preston, Lancashire PR4 0RA

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 1 and 2 October 2024

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What is it like to attend this school?

Pupils are happy at this welcoming school. They have positive relationships with staff and each other. Pupils appreciate how well cared for they are by kind and nurturing staff. This helps pupils to feel safe in school.

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What is it like to attend this school?

The school’s motto, ‘let everyone shine,’ is brought to life daily. Pupils feel valued and accepted. They are supported to achieve their personal best. Pupils are taught the importance of kindness and respect and demonstrate these values every day.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. This includes pupils with special educational needs and/or disabilities (SEND). Pupils are positive about school and their learning. Typically, they achieve well across a broad range of subjects. Year 6 pupils are well prepared for their secondary education.

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What is it like to attend this school?

Most pupils conduct themselves well in lessons and at playtimes. They enjoy the praise and rewards that they receive for behaving well and following the school’s rules.

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What is it like to attend this school?

Pupils are proud of the positive contribution that they make to school life. They speak enthusiastically about the many responsibilities that they enjoy. These responsibilities include taking on roles such as ‘buddies’ for children in reception and worship monitors. Pupils value the opportunities that they have to raise funds for local and national charities.

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

The school has worked effectively to secure improvements to the quality of the curriculum since the last inspection. These developments to the curriculum have ensured that staff in key stages 1 and 2 have greater clarity about the important learning that they need to focus on with their class. This is similar in the early years, where the curriculum, in many areas of learning, outlines the essential knowledge that children should learn in readiness for key stage 1.

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

Staff have benefited from curriculum training in recent times. In the main, they choose appropriate resources, activities and questions to help pupils to learn. Most staff explain new concepts with clarity and use a range of strategies to check on pupils’ understanding.

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

The school has recently established systems for checking and evaluating the delivery of the curriculum. However, in a small number of subjects, the school does not use these systems as effectively as it could. Consequently, the school sometimes does not identify, or address, the most important issues with how some curriculum content is delivered. On occasions, the curriculum is not delivered as intended and pupils’ learning is hindered.

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

Reading is at the heart of the school’s curriculum. Pupils benefit from reading a wide range of interesting books that are well matched to the sounds that they already know. Staff receive training so that they deliver the phonics programme effectively. Staff routinely check pupils’ phonics knowledge and ensure that less confident readers receive 1 and 2 October 2024

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the support that they need to catch up quickly. As a result, many pupils develop into confident and fluent readers in readiness for key stage 2.

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There are effective processes to identify the additional needs of pupils with SEND. These pupils are well supported to follow the curriculum alongside their peers. In the main, staff make appropriate adaptions to their curriculum delivery to ensure that pupils with SEND achieve well.

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The school maintains a strong focus on securing pupils’ regular attendance. When absence rates increase, the school works closely with families to successfully bring about improvements.

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Most pupils behave sensibly in and around school. They are supported to play cooperatively and to be considerate towards others. In the main, staff respond quickly when pupils forget to be kind or need guidance, so that unwanted behaviour is addressed effectively. Nevertheless, some staff are not confident in supporting pupils who need help to follow classroom rules and routines. This means that, on occasions, particularly in key stage 1, low-level disruption is not addressed consistently well. Learning is interrupted at times. This prevents some children and pupils from learning all that they should.

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The school has thought carefully about pupils’ wider development. Pupils know how to keep themselves safe, including when they are online. They learn about the differences between people, including different religions and faiths. They are respectful towards others who may have different beliefs, cultures or backgrounds. They are well prepared to grow up in modern Britain.

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Staff are happy and proud to work at this school. The school is considerate of their workload and well-being. Governors support the school well. They have a range of skills that allow them to understand the school and support its development. Governors are well informed about the school curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, the school is not effective at evaluating the delivery and impact of the curriculum. This means that some weaknesses are not identified and acted on in a timely manner. In turn, this hinders pupils’ achievement in these subjects. The school should ensure that it gathers and evaluates monitoring information effectively so that it can quickly address any shortcomings in subject curriculums.  A small number of pupils struggle to regulate their behaviour in class. On occasions, they disrupt the learning of others. The school should ensure that staff are well 1 and 2 October 2024

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equipped to support these pupils so that they, and other pupils, can learn all that they should.

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How can I feed back my views?

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' 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). 1 and 2 October 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Lisa Gregoire-Parker

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School details

Dates of previous inspection 18 and 19 June 2019, under section 5 of the Education Act 2005

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Information about this school

 This Church of England school is within the Diocese of Blackburn. The most recent section 48 inspection, for schools of a religious character, took place in March 2020. The next section 48 inspection is due from September 2025.  The school does not currently make use of any alternative provision for pupils.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 1 and 2 October 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and with other school leaders.  The lead inspector met with governors, including the chair of governors, and spoke with representatives of the local authority and of the diocese.  Inspectors carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. The lead inspector also observed some pupils from Years 1 to 3 read to a familiar adult.  Inspectors discussed the curriculum in some other subjects. They spoke with pupils

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about their learning in some of these subjects and looked at samples of their work.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour during lessons and at breaktimes.  Inspectors spoke with groups of pupils about their experiences at school.  Inspectors reviewed a range of documents, including leaders’ evaluation of the school’s strengths and areas for improvement and documents relating to pupils’ behaviour and attendance.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. Inspectors also spoke with some parents during the inspection.  Inspectors reviewed the responses to Ofsted’s online survey for staff. There were no

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responses to Ofsted’s online survey for pupils.

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Inspection team

Victoria Burnside, lead inspector His Majesty's Inspector

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Inspection team

Kathryn Pym Ofsted Inspector 1 and 2 October 2024

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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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