Lydbrook Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Lydbrook Primary School School Road, Lydbrook, Gloucestershire GL17 9PX

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school’s work may not be as strong as at the time of the previous inspection. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

This welcoming school is at the heart of the community. Pupils are proud to attend. Each day gets off to a positive start as leaders greet pupils as they arrive on foot or by bus. Pupils are kind to staff and one another. If they have concerns, they feel confident talking to an adult. This makes for a happy and safe place in which to learn.

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What is it like to attend this school?

In recent years, the school has redesigned and improved the curriculum to make it more ambitious. The impact is evident in some subjects and phases, such as reading and early years. However, further work remains to ensure that all pupils gain a secure body of knowledge, including in mathematics and writing.

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What is it like to attend this school?

The school’s ‘secrets of success’ promote positive attitudes to learning. Starting in the early years, children learn to be ‘cooperative’ like the ‘Lydbrook beavers’. Across the school, pupils understand and meet the expectations of how to behave consistently.

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What is it like to attend this school?

Pupils carry out leadership responsibilities as well-being ambassadors and ‘mini-police’. They act as superb role models for other pupils by resolving any minor issues that may arise at breaktime. From singing in the church to litter picking, pupils learn to be community-minded young citizens.

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

The school has designed a broad curriculum for its mixed-age classes. In the most established subjects, it has identified the important knowledge and skills that pupils need to learn and when this should happen. This helps pupils build on and connect their current learning with prior learning. For example, pupils learn various art techniques and 17 December 2024

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how paintbrushes create different effects. However, in some wider curriculum subjects, the school has not clearly identified the essential concepts that pupils need to learn or clarified how prior knowledge connects to new learning. This prevents pupils from developing their understanding over time.

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The promotion of children’s communication and language underpins the curriculum in the early years. Staff model vocabulary and encourage children to use new words during activities. For example, children retold the story of ‘The Jolly Christmas Postman’ and knew the meaning of words such as ‘distribute’. The school identifies the needs of children and pupils with special educational needs and/or disabilities (SEND) quickly. Staff use signs and symbols to support pupils with SEND in learning alongside their peers.

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The school has created a positive reading culture. In the Reception Year, children quickly learn letters and sounds, enabling them to read and write simple words. In Year 1, staff regularly check the sounds that pupils know and provide timely help when needed. They encourage pupils to reread sentences to develop fluency. However, some pupils, including some with SEND, do not form letters accurately or practise using their phonics to spell correctly. This affects the quality of their writing.

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The school has strengthened its work on mathematics. Staff have secure subject knowledge. They provide ‘flashbacks’ to help pupils consolidate prior learning. Staff use visual images and models to help pupils make sense of new concepts. Despite this, the school does not consistently provide pupils with enough opportunities to complete problem-solving tasks. Where this is the case, it limits the depth of their mathematical understanding.

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In the wider curriculum subjects, the school has recently refined its checks on pupils’ learning. However, the school does not ensure that the systems are used consistently well to identify what pupils know and remember in lessons and over time. As a result, some pupils struggle to recall the essential knowledge they have learned.

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Pupils have positive attitudes to their learning. They behave sensibly and attend school regularly. The school places significant importance on well-being. Pupils like visiting ‘the nest’ if they need to talk to an adult about any anxieties.

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The provision for pupils’ personal development is a strength. Pupils enjoy sessions in the forest area, where they learn to be creative. Visits from members of parliament and the police enrich pupils’ understanding of fundamental British values and their purpose in society. Books and engaging experiences, such as those during Black History Month, help pupils learn about different cultures. Various clubs, such as sports, singing and arts, enhance pupils’ enjoyment outside the classroom.

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School leaders want the best for pupils. They know the areas of the curriculum that need to improve, including published outcomes at the end of Year 6. With support from the local authority, the school is moving forward with its key priorities. The governing body has a clear understanding of its role. It asks probing questions to hold the school to account. Staff work collaboratively as a close-knit team. They appreciate how leaders 17 December 2024

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consider their workload. Parents and carers praise the school for its friendly and nurturing ethos.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some of the wider curriculum subjects, the school has not fully identified the key concepts or how prior knowledge connects to new learning. This prevents pupils from developing their understanding over time. The school should ensure that all subjects outline the most important concepts and how these connect to prior learning to help pupils build their knowledge and understanding over time.  Some pupils, including some with SEND, do not master accurate letter formation or practise using their phonics to spell correctly. This restricts their ability to produce high- quality writing. The school should ensure that pupils are given regular opportunities to secure the necessary transcription and spelling knowledge to become proficient writers.  Not all pupils have the opportunity to apply their knowledge of mathematics to problem-solving tasks. Where this is the case, it limits the depth of some pupils’

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(Information for the school and appropriate authority)

mathematical understanding. The school should ensure that all pupils are routinely provided with sufficient opportunities to develop their problem-solving skills in mathematics.  In some subjects, the school does not use checks on pupils’ learning effectively to identify what pupils know and remember in lessons and over time. As a result, some pupils struggle to recall the essential knowledge they have learned previously. The school needs to ensure that its systems for checking pupils’ understanding are used consistently to inform future learning.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the 17 December 2024

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last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.

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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). 17 December 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Michael Wissett and Ceri Smallpage (co-chairs) Headteacher Simon Lusted and Amy Mason (co-headteachers) Website www.lydbrook.gloucs.sch.uk

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School details

Dates of previous inspection 8 and 9 May 2019, under section 5 of the Education Act 2005

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Information about this school

 The school appointed a new co-headteacher in June 2024.  Most governors have joined the school in the past 12 months, including one of the co- chairs.  The school has on-site nursery provision for two- and three-year-olds. It is managed by the governing body. At the time of the inspection, the school had no two-year-old children in the nursery provision.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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. 17 December 2024

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 Inspectors held discussions with the co-headteachers and other school staff. The lead inspector also met with members of the governing body and a representative of the local authority.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the lead inspector: 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 in lessons and during lunchtime.  Inspectors spoke with a range of staff to discuss how the school supports their workload and well-being.  An inspector spoke to parents at the start of the school day. Inspectors considered responses to Ofsted’s online survey for parents, Ofsted Parent View, including the free-

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text comments. They also considered responses to Ofsted’s survey for staff.

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Inspection team

Dale Burr, lead inspector His Majesty’s Inspector

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Inspection team

Jack Lacey Ofsted Inspector 17 December 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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