Lyneham Primary School

Lyneham Primary School

Address: Preston Lane , Lyneham, Chippenham , Wiltshire, SN15 4QJ Unique reference number (URN): 135177

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

This is a highly inclusive school where leaders promote a deep sense of belonging for all pupils. Leaders provide staff with training so they can successfully identify and remove barriers to learning or wellbeing that pupils face. Many pupils join the school mid-way through their primary education, including those from military families. Leaders support these children effectively, helping them settle quickly and form positive friendships within the school community.

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Inclusion Strong standard

When pupils join, staff identify their individual strengths and needs promptly. They create ambitious, personalised support plans for pupils with special educational needs and/or disabilities (SEND) and deliver this support with expertise. Staff work closely with external professionals and families to meet pupils' specific needs. Leaders monitor progress closely and adjust strategies as required, enabling pupils to make rapid progress from their starting points.

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Inclusion Strong standard

The specially resourced provision for pupils with SEND provides individualised, high-quality support. Staff include these pupils fully in school life, encouraging participation in leadership roles, such as student council representatives. Pupils respond positively to leaders' high expectations, demonstrating academic and personal success.

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Inclusion Strong standard

Leaders use the pupil premium grant appropriately. They invest in evidence-informed strategies to support pupils. For example, leaders have developed ways to help pupils improve their communication and language skills as well as their social and emotional development.

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Achievement Expected standard

The school has a high proportion of pupils who join and leave at different points during their primary education. Many pupils enter after the early years and leave before the end of key stage 2. As a result, published outcomes do not fully reflect the progress pupils make during their time at the school. The work pupils produce reflects the secure progress they make, particularly pupils with special educational needs and/or disabilities. Attainment in national tests is generally in line with national averages.

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Achievement Expected standard

Pupils learn to read accurately and confidently. Staff identify gaps in pupils' phonics knowledge promptly and provide effective support, enabling pupils to catch up quickly. Recent improvements to the mathematics curriculum are helping pupils to deepen their understanding. Teachers typically have high expectations for the quality of pupils' written work across the curriculum. Leaders recognise that further work is needed to ensure these expectations are consistently high. The school prepares pupils well for the next stage of their education.

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Attendance and behaviour Expected standard

Leaders set high expectations for attendance and communicate these clearly to parents and carers. Pupils attend well because they understand the importance of not missing learning. Leaders monitor attendance closely, identify barriers for individual pupils, and work with families and other professionals to provide well-considered support to reduce absence. Support for pupils with medical needs is particularly effective. As a result of this diligent work, overall attendance is improving across all year groups.

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Attendance and behaviour Expected standard

Pupils enjoy their learning and try their best in lessons. Their behaviour reflects a clear understanding of the school's values of kindness, responsibility and respect. Pupils take pride in being recognised in the 'golden book assembly' for demonstrating these values. They report unkindness or bullying, including online incidents, confidently, knowing that staff act quickly to resolve issues. When pupils need additional support to improve their behaviour, leaders implement effective strategies. As a result, the school is calm and welcoming. Leaders recognise that, occasionally, staff do not consistently maintain the school's high expectations, and they continue to prioritise this.

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Curriculum and teaching Expected standard

Leaders have developed a broad and ambitious curriculum that clearly sets out what pupils should learn and when. This ensures that pupils build their knowledge progressively over time and are well prepared for the next stage of their education. Staff adapt the curriculum skilfully to meet the needs of pupils with special educational needs and/or disabilities (SEND). The curriculum that pupils learn in the specially resourced provision for pupils with SEND is individualised and aspirational. It meets pupils' needs well.

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Curriculum and teaching Expected standard

Many pupils join the school partway through the school year. Staff carefully check what these pupils know when they arrive, enabling teachers to address gaps in knowledge swiftly and ensure pupils catch up with their peers quickly.

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Curriculum and teaching Expected standard

Leaders ensure that staff have the expertise and subject knowledge necessary to teach each area of the curriculum well. Effective phonics teaching helps pupils to become confident and accurate readers. Staff provide targeted support for pupils who need to consolidate key skills, such as multiplication, so they catch up. Leaders recognise that there is some work to do to ensure that the high-quality teaching that exists in the school is consistent across all subjects and key stages.

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Early years Expected standard

Children joining the early years are quickly welcomed into the Lyneham family. They are excited to attend school and form trusting relationships with adults who care for them deeply. Staff work closely with families to identify each child's individual needs, and they put effective support in place promptly. This enables children to make secure progress from their starting points. Leaders set high expectations for behaviour, and children learn to follow routines quickly. Staff support children to become increasingly independent, for example through the routines that are established at mealtimes. This successful start ensures that children are happy, settled and ready to engage in their learning with enthusiasm.

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Early years Expected standard

Leaders have designed a curriculum that helps children to develop the skills and knowledge they need to be well prepared for Year 1. Roleplay activities nurture children's imagination and support them to be collaborative. Children develop a love of reading and begin to learn to read and write as soon as they join the school. Sharing books and songs is a highlight of their day. Staff interact with children effectively to develop their speech and vocabulary, and leaders continue to prioritise this as an ongoing area for professional learning.

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Leadership and governance Expected standard

Leaders, staff and governors share a clear, aligned vision for the school, centred on pupils experiencing a deep sense of belonging. Inclusion is a distinct strength of the school. Staff successfully identify and reduce barriers to pupils' learning and wellbeing. Leaders place pupils' best interests at the heart of their decisions. Parents are typically very positive about the education and opportunities that the school offers their child.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and areas for development. For example, they have rightly prioritised developing ways to help pupils remember their learning more deeply. Staff develop their professional expertise through regular training and the feedback they receive from leaders. They feel valued and appreciate the opportunities for wider learning and development. Leaders are considerate of staff workload and wellbeing. Leaders ensure that staff who are new to the profession are well supported.

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Leadership and governance Expected standard

Governors understand their roles and statutory responsibilities. For example, they have ensured that the school maintains a strong culture of safeguarding. Generally, the governing board provides appropriate challenge and support to leaders, particularly through their oversight of the school's specially resourced provision for pupils with special educational needs and/or disabilities. Leaders engage proactively with other professionals when planning improvements and evaluating the impact of their work. This ensures that leaders remain focused on the priorities that will have the greatest positive impact on pupils.

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Personal development and wellbeing Expected standard

Pastoral support is a clear strength of the school. Pupils speak positively about welcoming new pupils, describing them as 'new friends for us to meet'. Staff provide the same high level of care when pupils prepare to leave the school, helping them to manage the emotions associated with saying goodbye to friends. As a result, pupils feel supported and valued at all stages of their time at the school.

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Personal development and wellbeing Expected standard

The personal, social and health education (PSHE) curriculum is well designed and includes relationships and sex education and health education. It enables pupils to learn how to keep themselves safe and well. Pupils demonstrate an age-appropriate understanding of key aspects of the PSHE curriculum, including healthy relationships and mental health. They know how to respond appropriately to concerns, such as unwanted online contact. Leaders continue to review the PSHE curriculum, and the teaching of it, to ensure that pupils remember their learning deeply and consistently. The school's values of respect and kindness are well understood and consistently applied by pupils. These values help pupils to recognise the behaviours and characteristics expected of responsible citizens in school and in modern Britain. Pupils of all ages use these values to help them distinguish right from wrong and to guide their interactions with others. The school

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Personal development and wellbeing Expected standard

actively promotes equality and celebrates difference. Pupils learn about a range of religions and cultures and understand that discrimination is unacceptable, both in school and in wider society.

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Personal development and wellbeing Expected standard

The school provides a range of extra-curricular and enrichment opportunities that support pupils' personal development and help them to develop their interests and talents. Leaders are taking appropriate steps to increase participation, particularly for disadvantaged pupils. Dance club is a particularly popular and brings pupils together from across the school for weekly creative activity. Pupils also participate in a range of sports. They take pride in competitive successes, such as recent dodgeball wins, while recognising the value of participation and teamwork.

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What it's like to be a pupil at this school

Lyneham Primary School warmly welcomes pupils into a close, supportive community. Pupils feel a genuine sense of belonging and speak enthusiastically about how much they enjoy school. They understand the importance of attending regularly and do not want to miss lessons or the wide range of opportunities that the school offers. This is a highly inclusive school. Staff respond swiftly and effectively when pupils face barriers to learning or wellbeing, putting in place targeted support to help them overcome challenges. Strong partnerships with families ensure that pupils are supported and that children in the early years settle in well to the school.

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What it's like to be a pupil at this school

Pupils consistently demonstrate friendship, kindness and cooperation in their interactions with one another and with adults. They understand their responsibilities as members of the school community. Behaviour is managed through an effective approach that encourages pupils to reflect on their actions, repair relationships and make positive choices. Bullying is rare, and pupils confidently share any concerns with adults, knowing they will be listened to and supported.

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What it's like to be a pupil at this school

The curriculum equips pupils well for future learning. Leaders continue to ensure that pupils experience consistent, high-quality teaching across all subjects and key stages.

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What it's like to be a pupil at this school

Pupils of all ages take on leadership roles with maturity and pride. Play leaders, anti-bullying ambassadors and school council members act as positive role models. Educational visits to museums and local sites enrich learning and bring the curriculum to life. Pupils understand their place within the local community and value opportunities to volunteer with charities. Through this work, pupils develop a strong sense of civic responsibility and learn how to contribute positively to society.

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Team inspectors:

Claire Mirams, Ofsted Inspector Lorna Buchanan, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

• Leaders should ensure that highly effective teaching is consistent across the curriculum and key stages so that all pupils, particularly those with barriers to learning, develop deep and secure knowledge and understanding. • Leaders should ensure that there are consistent expectations for pupils to produce high- quality written work across all areas of the curriculum.

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About this inspection

The chair of the board of governors in this school is Daniel Alexander.

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About this inspection

Inspectors carried out the full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders. Inspectors also spoke with teaching staff, support staff, local governors and a representative of the local authority.

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About this inspection

The school has a specialist resource provision for pupils with speech, language and communication needs. Currently, there are 20 places within this provision.

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About this inspection

The school does not use alternative provision.

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About this inspection

There is a breakfast and after-school club led by the school for pupils who attend the school.

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About this inspection

Headteacher: John Reed This data is from 20 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 61% 62% Close to average

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average

2023/24 (final) 63% 61% Close to average

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average

2022/23 (final) 58% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 78% 75% Close to average

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average

2023/24 (final) 73% 74% Close to average

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average

2022/23 (final) 71% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 75% 72% Close to average

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national average

2022/23 (final) 69% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 80% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 50% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 11.3% 13.3% Close to average

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national average

2022/23 (3 term) 19.1% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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