Lordship Farm Primary School

Lordship Farm Primary School

Address: Fouracres, Letchworth Garden City, Hertfordshire, SG6 3UF Unique reference number (URN): 117330

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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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Attendance and behaviour Strong standard

Leaders frequently emphasise the importance of regular attendance to parents and carers and pupils. As a result, overall levels of attendance are above the national averages. Leaders respond very quickly when attendance becomes a concern. Staff check attendance early each day and act promptly if pupils are absent. Leaders work closely with families to understand barriers and agree very effective practical support. For some pupils, this includes starting the day with a trusted member of staff or spending time in a quiet space before joining lessons. Where needed, leaders use short-term approaches effectively to help pupils rebuild routines. Leaders also maintain close oversight of pupils who attend alternative provision. Leaders stay in regular contact to check on these pupils' attendance, learning and wellbeing. This approach helps pupils return to school positively and re- establish positive routines.

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Attendance and behaviour Strong standard

Pupils learn about how to behave well through a structured curriculum, devised in partnership with pupils and parents. This establishes the school's high expectations for behaviour. Pupils understand why positive behaviour matters and how it supports their learning and safety. As a result, learning is rarely disrupted. Older pupils model highly respectful and considerate behaviour, supporting younger pupils. Staff address the rare occurrences of bullying quickly, including online concerns. Staff make suitable adjustments to promote pupils' very positive behaviour in classrooms.

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Curriculum and teaching Strong standard

The curriculum is very ambitious and well organised across subjects and year groups. Leaders ensure that pupils master crucial early skills. For example, reading is taught systematically so pupils become confident and fluent, while mathematics focuses on securing number skills before pupils move on. This sets pupils up really well for future academic success.

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Curriculum and teaching Strong standard

Teaching reflects leaders' high expectations. Teachers explain learning clearly. They model new ideas step by step and give pupils regular opportunities to practise what they have learned through reading, discussion and writing across subjects. Pupils speak and write with confidence because teachers help them acquire new vocabulary very effectively.

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Curriculum and teaching Strong standard

Leaders make careful decisions about how the curriculum and teaching evolve, based on how well pupils learn and use what they have been taught. For example, leaders adapt the wider curriculum so that pupils have more opportunities to extend their writing. These changes have had a highly positive impact on pupils' skills and confidence. Disadvantaged pupils, pupils with special educational needs and/or disabilities and others facing challenges access the same ambitious curriculum. Leaders continue to support higher outcomes for writing and mathematics.

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Inclusion Strong standard

The school's inclusive approaches consistently improve pupils' experiences and reduce barriers to their learning. Staff identify pupils' needs early through careful transition work, regular observation and close communication with families. This ensures that pupils receive timely and very effective support so that their learning or attendance is not affected. Staff receive regular training so that they adapt their teaching in precise and effective ways to support pupils with additional needs. This includes those pupils in the specialist provision.

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Inclusion Strong standard

Leaders make astute decisions about additional funding for disadvantaged pupils, prioritising creating high-quality opportunities and ensuring high levels of participation. The school's approaches support pupils to develop a love of reading, broaden their experiences and increase their confidence to read at home and in school.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities receive structured support that helps them learn very effectively. The school provides targeted interventions or pastoral support when pupils need these. These approaches help pupils to build their confidence and their independence really well.

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Inclusion Strong standard

Pupils facing challenges benefit from the school's close monitoring, regular contact with trusted staff and flexible routines. Well-trained staff in the specialist resource provision support pupils' reintegration to mainstream lessons very effectively. They share expertise across the school and secure sustained improvements to pupils' learning and wellbeing.

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Leadership and governance Strong standard

Leaders provide very clear and purposeful strategic direction for the school. They understand its strengths well and identify priorities accurately. Leaders base their decisions on their careful review of evidence from pupils' learning, attendance and behaviour. Leaders adapt their actions when practice is not having the intended impact. They are always focused on what will make the greatest difference for pupils. For example, they have acted effectively to strengthen pupils' writing and make precise adjustments for pupils with emerging needs.

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Leadership and governance Strong standard

Leaders provide the right support and guidance for teachers. Leaders work productively with external advisers and local partnerships to test their views and strengthen their practice. This ensures leaders' decisions are well informed.

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Leadership and governance Strong standard

Governors meet their statutory duties effectively and know the school really well. They ask focused questions about safeguarding, attendance, inclusion and the impact of funding. Governors use a range of information and approaches to challenge leaders really effectively, while also providing support. This makes sure that there is clear accountability and sustained improvement.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and workload. Professional learning for staff is well designed. Leaders rightly invest in training for teachers and support staff, including mentoring and involvement in specialist programmes linked to the school's priorities. This builds confidence and expertise really well across the staff team.

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Expected standard

Leaders engage positively with parents and carers and the community. They communicate openly, respond to concerns and involve parents in initiatives that shape school practice. Leaders demonstrate high levels of integrity and transparency.

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Personal development and wellbeing Strong standard

Leaders' approach in supporting pupils' personal development and wellbeing is a very important part of school life. They think carefully about what pupils need to learn to grow into confident and responsible individuals and make sure that this is provided. Leaders review pupils' experiences regularly and adapt provision when pupils' needs change so that support remains purposeful and relevant. This ensures pupils' personal development runs alongside their academic learning to promote their wider success really well.

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Personal development and wellbeing Strong standard

Pupils develop secure knowledge through a well-designed personal, social, health and relationships education programme. They learn about friendships, healthy eating, mental health and how to keep safe online and offline. Pupils speak confidently about how to manage risks and know who to talk to if they feel worried. Assemblies and class discussions help pupils understand key aspects such as the importance of democracy, respect and fairness. Pupils apply these values in daily school life and show high levels of consideration for others.

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Personal development and wellbeing Strong standard

Pastoral support for pupils is highly effective. Staff anticipate pupils' needs and provide timely help. Pupils say this support helps them feel understood, settled and ready to learn.

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Personal development and wellbeing Strong standard

Pupils take part fully in the wider opportunities that the school provides. Classes lead community projects, such as charity events, food collections and work with local groups. Older pupils act as sports leaders and support other pupils at social times. This builds their independence and levels of responsibility. Disadvantaged pupils, pupils with special educational needs and/or disabilities and those with other barriers to their learning play a full and active part in school life.

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Personal development and wellbeing Strong standard

Pupils are confident, resilient and reflective. They cooperate very well with others and develop the personal skills that they need for life beyond school, including empathy, responsibility and a growing understanding of their role in society.

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Achievement Expected standard

Overall, pupils achieve well. They are generally ready for the next stage of education. They successfully learn and use a wide range of knowledge and skills in their writing and in their discussions.

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Achievement Expected standard

Pupils build secure foundations in reading, writing and mathematics. Most pupils read accurately and fluently, use spelling patterns confidently and apply number facts securely. When pupils need extra help, staff provide timely support that closes gaps in pupils' learning and builds their confidence. Outcomes in national assessments are broadly in line with national figures, including for disadvantaged pupils. Where attainment has been lower, leaders have acted quickly, ensuring pupils have opportunities to become fluent in key skills such as writing. This is not yet fully reflected in published results.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and others who face additional barriers to their learning generally progress well from their various starting points. They develop the knowledge and skills needed to move on successfully.

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Early years Expected standard

Leaders understand the strengths and areas for improvement in the early years. They continuously review the early years provision to ensure that children receive the best possible care and developmental experiences.

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Early years Expected standard

The curriculum is carefully organised across the 7 areas of learning and reflects children's starting points. Staff emphasise language development opportunities through stories, songs and planned talk. As a result, children use increasingly varied vocabulary when explaining their play or retelling familiar stories. In the Reception Year, phonics teaching ensures most children begin to blend sounds and read words with increasing accuracy. Adults do not always adapt teaching quickly enough when some children hesitate or lose focus. This limits the pace of progress for a small number of children. Leaders and staff are working on the development of high-quality interactions to support improvement in children's outcomes.

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Early years Expected standard

Staff support children's personal, social and emotional development effectively. Children feel safe, respond well to routines and build positive relationships with adults and peers. Inclusive practice is well embedded. Children with special educational needs and/or disabilities and those facing other barriers to learning receive appropriate adjustments. Staff regularly share information with families and pass on key learning information to Year 1 staff. Most children are generally ready for the next stage of learning.

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

Pupils experience school as a calm, welcoming and safe place where they are encouraged to be themselves. They understand and live the school's motto, 'Be courageous, be curious, be you'. They link it clearly to the school's shared values of kindness, safety, respect, ambition and connection. Pupils explain these values confidently. For example, they describe being courageous as 'keeping going when learning feels hard', and showing ambition as 'believing that they can succeed'.

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

Pupils feel safe here. This is because staff know them well and act quickly if pupils are worried. Pupils say there is always someone to talk to. The school's 'Palm Room' offers a calming space for pupils to talk things through when they need to, before returning to learning. This supports pupils to manage their emotions without losing learning time. Bullying is very rare and adults deal with it promptly. Behaviour is typically calm and respectful. Pupils move sensibly around the school, follow routines and show consideration for others, including pupils who need extra support. Because behaviour is orderly, lessons are rarely disrupted and pupils can focus on their learning fully.

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

Pupils enjoy learning and talk enthusiastically about lessons, trips and their leadership roles. They describe lessons as 'interactive' and 'engaging', where teachers help them understand new ideas and revisit what they already know. The school ensures pupils' learning builds over time. As a result, pupils are typically well prepared for the next stage of their education.

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

Pupils feel that they belong. They take part in clubs and community projects and take on additional responsibilities such as sports leadership. The school's positive culture enables pupils to support one another, show empathy and be proud of their school community. As a result, most attend regularly. They feel confident to try new challenges and thrive socially and academically.

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Next steps

Leaders should strengthen the consistency of high-quality staff interactions in the early years so that staff respond even more effectively to children's learning needs. This will help all children, particularly those who need extra support, to be fully ready for Year 1. Leaders should ensure that effective consistent improvements to marking and feedback translate into higher outcomes for pupils in national assessments.

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About this inspection

The chair of the board of governors in this school is Judith Nash.

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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 during the inspection. They also met with members of the governing body. Inspectors spoke with pupils, staff, parents and carers. They visited lessons and looked at pupils' work, as well as scrutinising a range of the school's documents.

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About this inspection

The school includes provision for pupils with communication, language and autism and speech, language and communication needs. This is in a specially resourced provision, which can accommodate up to 12 pupils.

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About this inspection

The school currently makes use of one registered alternative provision.

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Team inspectors:

Ania Vaughan, Ofsted Inspector Julie Lawrence, Ofsted Inspector Charlene Foster, 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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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. Headteacher: Julie Petitt National average: 300

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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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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) 64% 62% 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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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

2024/25 (revised) 74% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 65% 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

2024/25 (revised) 78% 74% Close to average

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average

2022/23 (final) 70% 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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national average

2023/24 (final) 43% 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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average

2023/24 (final) 57% 62% Close to average

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average

2022/23 (final) 50% 60% Close to average

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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) 57% 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

‘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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gap

‘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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Persistent absence

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

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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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Urgent improvement

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

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