Lark Hall Infant & Nursery Academy

Lark Hall Infant & Nursery Academy

Address: Clifton Avenue, Tamworth, Staffordshire, B79 8EF Unique reference number (URN): 140522

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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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Achievement Expected standard

Many children arrive at the school with a rudimentary range of vocabulary. By the time they leave the early years, they know many more words and confidently share their thoughts and understanding. The proportion of children who achieve a good level of development is in line with the national average. Children make their strongest progress in their social and emotional development.

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Achievement Expected standard

As pupils move through the school, they work with increasing independence. Most pass the phonics screening check at the end of Year 1. Those who do not receive additional support so they catch up before key stage 2. Pupils understand the properties of number, and count, add and subtract confidently. Many recall number facts, including times tables, quickly. Pupils increasingly develop their writing and practise their handwriting accurately. By the end of Year 2, many pupils have secured the knowledge and skills they need and are ready for the next stage of their learning.

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Attendance and behaviour Expected standard

Pupils attend school regularly and most arrive on time. Leaders' work with parents and carers has improved overall attendance and reduced persistent absence. Pupils who were previously away from school too often now attend regularly. All staff take responsibility for improving attendance. They offer help to families who find it difficult to get their children to school. Pupils appreciate praise for high attendance and for the improvements they make. They enjoy being in school with their friends and do not want to miss their learning.

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Attendance and behaviour Expected standard

Pupils understand the importance of the school rules: to be ready, respectful and safe. They recognise their responsibility to help make the school a welcoming and calm place to be. Classrooms are orderly so pupils learn without interruption. Pupils show positive attitudes to their learning and enjoy talking to visitors about what they know.

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Attendance and behaviour Expected standard

Pupils learn how to keep themselves safe online through computing lessons and assemblies. They know whom to report concerns to if they feel unsafe. Staff work to understand the causes of poor behaviour. They set clear boundaries and provide care and support. Staff apply the school’s behaviour procedures consistently and make suitable adjustments for pupils who need them.

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Curriculum and teaching Expected standard

Leaders have strengthened key parts of the curriculum so that pupils gain the knowledge and skills they need for success in key stage 2. In most subjects, the curriculum is well sequenced and organised. It is broad and engaging and helps pupils to develop a love of music and the arts. Many pupils enjoy outdoor learning and benefit from visitors who bring learning to life and deepen their understanding.

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Curriculum and teaching Expected standard

Staff receive regular professional learning that helps them understand how to support effective learning. They use assessment well to check what pupils remember over time and to identify what learning to revisit. However, staff do not always notice and correct errors, such as incorrect letter formation, quickly enough. When these mistakes persist, pupils repeat them, which hinders their fluency and accuracy.

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Curriculum and teaching Expected standard

Leaders have ensured that most pupils can read fluently before they leave the school. Pupils enjoy reading, and many attend the weekly family reading sessions. These help them discover new authors and make recommendations to others. Pupils write more frequently and with growing independence. Their handwriting and spelling are improving. In mathematics, pupils apply number knowledge confidently. However, they do not have enough opportunities to reason mathematically to deepen their understanding of key ideas.

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Early years Expected standard

Staff interact warmly with children, modelling speaking and listening and expecting children to mirror this behaviour. This is particularly successful for those children who join the early years not yet able to communicate effectively. Over time, children gain the confidence to initiate their own play and learning.

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Early years Expected standard

The curriculum matches children’s interests well. Staff plan activities carefully so that children can explore, play and learn in ways that feel natural to them. Adults use children’s curiosity to build their core and fine motor skills, for example through climbing, balancing, mark ‑ making and using tools safely. These experiences help children become confident, independent learners who are ready for the next stage of their education.

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Early years Expected standard

Leaders prioritise reading. Children in Reception learn phonics from the start and practise using the sounds they know to read simple words. This prepares them well for the demands of Year 1. Some children form letters correctly and write simple words independently. Children in Nursery learn self ‑ care routines, turn ‑ taking and cooperation, which strengthens their personal, social and emotional development.

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Early years Expected standard

Parents and carers value the chance to come into school. Staff share regular updates about children’s learning and offer guidance so families can support development at home. Children leave the early years having developed a love of learning.

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Inclusion Expected standard

This is an inclusive school that values and celebrates difference. When children join the school, staff check their understanding of language carefully. This helps them give timely support so pupils can engage with their learning and feel confident. Parents and carers work closely with staff. They play an important role in helping the school understand how best to meet their children’s learning and social needs, both in class and beyond.

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Inclusion Expected standard

When pupils have special educational needs and/or disabilities (SEND), leaders work with specialist services to produce clear learning support plans. Leaders review these regularly to remove barriers to learning. Pupils who need extra help to close gaps in knowledge receive targeted support. This helps many to keep up with their peers and engage successfully with the curriculum. Staff take part in professional learning that strengthens their ability to support pupils with SEND. Leaders recognise that staff need further training to adapt learning more effectively for pupils with multiple needs. Leaders use additional funding well so that all pupils, including those who are disadvantaged, can take part in wider learning and clubs. Pupils who are known, or previously known, to children’s social care receive extra support. Leaders work closely with the local authority so these pupils feel settled and supported.

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Leadership and governance Expected standard

Leaders run the school with empathy and kindness. Leaders have a clear and accurate understanding of what the school does well and what still needs to improve. They work closely with other schools in the trust and share resources to address and sustain their work on priorities. Because this is a small school, staff take on a wide range of responsibilities. Leaders consider staff's workload and wellbeing carefully when making decisions. Staff value this support and engage positively with the professional learning available to them. Leaders build leadership capacity across the school. This helps to support the improvements they have planned.

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Leadership and governance Expected standard

Governors understand their statutory duties and carry them out responsibly. They support leaders while offering appropriate challenge. Their regular visits, including time spent listening to pupils read, ensure they are well informed about the school’s work. Leaders act on the advice of external specialists. Improvements to the school’s phonics programme reflect this effective partnership work. Similar support helps leaders to refine their approach to mathematics. Leaders recognise that this needs further development and have clear plans in place to continue these improvements.

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Leadership and governance Expected standard

Parents and carers hold the school in high regard. They know their children are well cared for and many comment that staff 'go above and beyond'. All pupils, including those with special educational needs and/or disabilities and those known to children’s social care, receive the support they need to feel valued and included. Leaders’ decisions show a continued focus on doing what is best for these pupils.

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Personal development and wellbeing Expected standard

The personal development of pupils begins from their first days in school. Children learn to concentrate, cooperate and show respect for one another. They develop the skills they need to manage their emotions, cope with disappointments and resolve minor conflicts. As pupils move through the school, they become increasingly aware of what makes them unique and recognise these differences as something to celebrate. Books, lessons and assemblies strengthen their understanding of mutual respect and help them appreciate that living in a diverse world brings new opportunities rather than threat.

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Personal development and wellbeing Expected standard

Older pupils understand the importance of democracy and enjoy taking part in votes to elect monitors and ambassadors. They know that the rule of law exists to keep everyone safe. Many pupils value the opportunities to take part in music, and the new choir is especially popular. Attendance at extra ‑ curricular clubs is increasing. Leaders support vulnerable pupils so they can take part fully. Activities such as multi ‑ skills, dodgeball, curling and forest skills help pupils explore new interests, develop creativity and improve problem ‑ solving skills. Leaders ensure that pupils and their families are supported during difficult times. For example, the school provides sessions with a family support worker to advise on issues such as anxiety or difficulties in coming to school. Pupils also learn how to keep themselves safe and physically well, including through routines such as brushing their teeth and

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Personal development and wellbeing Expected standard

washing their hands. They understand positive mental health and know how to seek help if worried or anxious.

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Personal development and wellbeing Expected standard

Pupils contribute positively to their community. They write to local care home residents and raise money for charities. In assemblies, they learn how the police and fire service keep people safe and what to do in an emergency.

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

Pupils, parents and carers unite in their view that Lark Hall is a caring and special community. Most pupils attend school regularly. They arrive ready to learn and keen to see their friends. They build warm, trusting relationships with staff. This helps them to feel safe and settled. Staff know pupils well. They notice quickly when a pupil needs extra help and respond with care and encouragement. As a result, pupils become more independent. They learn how to manage difficulties with growing resilience.

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

Many children start school with an early understanding of vocabulary and language. Staff build pupils’ language step by step, so they become confident in using new words accurately in their learning. In time, they begin to better comprehend what they are learning. Pupils achieve well. Many leave the school as increasingly fluent readers, writers and mathematicians. Pupils with special educational needs and/or disabilities learn the same curriculum as their peers. Staff ensure all pupils are included in lessons and in the wider life of the school.

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

Pupils behave well in class and around school. They understand the school’s expectations and show a strong sense of belonging. They learn how to be a good friend and to be accepting of others. Pupils know what bullying is. They say it does not happen often and trust adults to deal with it quickly. This adds to their sense of happiness and safety.

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

Pupils enjoy learning and are keen to talk about what they know and remember. They like it when lessons make them think deeper and challenge what they know. Pupils take pride in holding responsibilities that help the school run smoothly. This makes them feel valued and mature. By the time they leave, pupils talk fondly about their time at the school and feel well prepared for the next stage of their education.

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Next steps

Leaders should further develop staff expertise to adapt teaching so that all pupils, especially those with special educational needs, progress well across the curriculum. Leaders should check pupils are routinely given opportunities to apply their understanding of number and the methods they use to calculate, to reason mathematically, and to

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Lead inspector:

Antony Bradshaw, His Majesty's 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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School and pupil context

deepen their understanding of mathematical concepts, so that they develop their mathematical skills consistently well. Leaders should make sure teachers identify errors in pupils' learning promptly, such as incorrect letter formation, so that small mistakes do not become long-term barriers to pupils being able to apply their learning fluently.

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About this inspection

This school is part of Mercia Primary Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Richard Lane, and overseen by a board of directors, chaired by Garry Hirons.

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About this inspection

Inspectors carried out this 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 the headteacher and other senior leaders. The lead inspector met with 3 representatives from the governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use alternative provision.

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About this inspection

The school offers nursery provision for 3- and 4-year-old children.

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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. National average: 3.5%

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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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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

2023/24 (3 term) 5.5% 5.5% 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

2023/24 (3 term) 11.7% 14.6% 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

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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