Lantern Academy

Inspection of Lantern Academy Yates Way, Ketley Bank, Telford, Shropshire TF2 0AZ

p.1

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

p.1

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

The headteacher of this school is Michelle Skidmore. This school is part of the Learning Community Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jane Hughes, and overseen by a board of trustees, chaired by Kevin Barton. 4 and 5 February 2025

p.1

What is it like to attend this school?

Pupils enjoy attending this welcoming and happy school. Lantern Academy wants the very best for everyone, and pupils are at the heart of all it does. Staff have high expectations of all pupils. Pupils from Nursery to Year 6 enjoy an exciting and engaging curriculum, and they achieve well.

p.2

What is it like to attend this school?

The environment is calm and purposeful. Pupils are proud to belong to this school. They understand the importance of positive behaviour. Pupils benefit from the strong, nurturing relationships they build with staff. They are rightly confident that staff will support them with any worries. Pupils behave well in class and at social times. They are happy, respectful and very well cared for.

p.2

What is it like to attend this school?

Pupils embrace all the school has to offer. The ‘safeguarding squad’ is proud of its role, which has led to improvements across the school. The school works closely with a Michelin star chef who promotes healthy eating and well-being with pupils.

p.2

What is it like to attend this school?

Pupils have a deep understanding of the school’s values of ‘we respect, we care and we persevere’. These values are central to all that the school does. Pupils explain how these values impact on their actions in and out of school. They understand how they help to make them good citizens.

p.2

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

Trustees and leaders of the Learning Community Trust have a clear vision for the school. They want pupils to achieve the best they can. Every pupil matters. Leaders and staff across the school share this vision. This joint working means the school has improved at pace.

p.2

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

Governors are committed to ensuring that every pupil achieves their potential. They make regular checks on how pupils are doing. They provide leaders with an appropriate balance of support and challenge. Governors see parents and carers on the yard and attend school assemblies. These kinds of actions help parents to feel confident that their children are safe at school.

p.2

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

All pupils study a wide range of subjects. The school has developed curriculums that are well planned and sequenced. The school makes sure that the staff have high-quality training and support, particularly in English and mathematics. As a result, pupils achieve well.

p.2

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

Reading is at the core of the curriculum. In Nursery, children learn successfully to distinguish different sounds. This ensures they are ready for the phonics programme at the beginning of their Reception Year. Staff who teach early reading have expert knowledge. The phonics books that pupils read are matched well to the sounds that they have learned. Those pupils at risk of falling behind are given daily support to help them to keep up. The school has ensured that high-quality texts are the backbone of the curriculum. Pupils particularly enjoy Reading At The Lantern (RATL), where they get to 4 and 5 February 2025

p.2

3

enjoy a carefully chosen book read to them by a teacher. This develops their love of reading.

p.3

3

The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Staff have high aspirations for pupils with SEND. These pupils are supported well. They study the same curriculum as their peers. Teachers organise the content of lessons carefully so that pupils with SEND revisit, rehearse and build on what they need to know.

p.3

3

Typically, teachers explain new ideas clearly and make sure pupils have a clear understanding of what they need to do. As a result of some previous weaknesses in some subjects, the curriculum has been recently changed. In these subjects, pupils are not supported as well as they should be to develop their knowledge.

p.3

3

Children make the best possible start in the early years. There is a focus on children learning important language and vocabulary. Staff make sure that children are taught specific knowledge and skills, which they then practise in their play. Learning is well planned for and clearly ordered. As a result, the early years curriculum provides a firm foundation for children to build on in later years.

p.3

3

Staff have high expectations of pupils’ behaviour, which pupils meet readily. Pupils enjoy their learning and experiences outside of the classroom. This includes a range of trips.

p.3

3

The school’s personal development programme is impressive. Its aim is for pupils to ‘develop into extraordinary young people’. Pupils have a deep appreciation of rights, responsibilities, equality and diversity. Pupils develop mature and sensitive attitudes to issues in wider society. Any pupils who need extra help to manage their emotions are expertly supported so that, over time, they thrive. Pupils’ talents and interests are nurtured.

p.3

3

The school works effectively to identify barriers to high attendance. It works well with families to start to overcome these issues, and there has been some improvement in the rates of attendance as a result. However, this is not yet consistently strong, and for a small number of pupils, they miss too much of their education.

p.3

3

Staff feel well supported and agree that leaders acknowledge their hard work. They know that their well-being matters and they are listened to.

p.3

Safeguarding

The arrangements for safeguarding are effective. 4 and 5 February 2025

p.3

(Information for the school and appropriate authority)

 In some subjects, pupils are not supported as well as they should be to develop a rich body of knowledge that they need. In these subjects, pupils’ knowledge is not as secure as it is in other subjects. The school should ensure that all staff receive the training and support that they need so these subjects are delivered consistently well and pupils can learn and remember more.  Some pupils are missing school too often. This hinders how well they achieve. The school should continue to review and develop its strategies, including its work with families and external organisations, in order to improve attendance so that all pupils can benefit fully from their education.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 4 and 5 February 2025

p.4

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 The school operates a breakfast club before school.  The school has been part of the Learning Community Trust since September 2022.  The school uses one unregistered alternative provision.

p.5

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.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 4 and 5 February 2025

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the lead inspector held meetings with the headteacher and the trust director of primary education. He also met two members of the local governing board, including the chair of the board. The lead inspector met with the chair of trustees and CEO of the multi-academy trust.  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.  The inspectors carried out deep dives in early reading, mathematics and geography.

p.6

6

They met with subject leaders, visited lessons, spoke with teachers and pupils and viewed examples of pupils’ work.  An inspector observed children in the early years and pupils in key stages 1 and 2 read to a trusted adult.  Inspectors spoke to pupils during lesson visits. They observed pupils’ behaviour in lessons and at breaktimes and lunchtimes. The inspectors spoke to staff about pupils’ behaviour and about their workload in the school.  The views of staff who responded to Ofsted’s surveys were considered. Additionally, inspectors reviewed the views of parents through Ofsted Parent View, including the free-text comments. An inspector also spoke to parents at the beginning of the school day.

p.6

Inspection team

Ian Beardmore, lead inspector Ofsted Inspector

p.6

Inspection team

Janet Tibbits Ofsted Inspector 4 and 5 February 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7