Lift Beacon

Lift Beacon

Address: Woodthorpe Road, Loughborough, Leicestershire, LE11 2NF Unique reference number (URN): 139005

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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

Attendance is a high priority across the school. Leaders monitor attendance very closely and take swift action when pupils are absent. Staff work effectively with families to identify and address barriers to attendance very successfully. They provide excellent practical support alongside clear expectations to promote regular attendance. Leaders analyse attendance information very carefully and use this to target support where it is most needed, including for pupils with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care. As a result, attendance for many pupils improves very positively over time. Pupils understand the importance of attending school regularly and feel well supported to do so.

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Attendance and behaviour Strong standard

Behaviour across the school is calm and respectful and supports learning extremely well. Pupils treat adults and one another with high levels of consideration. Classrooms are orderly, highly purposeful, welcoming environments. Staff establish clear routines and communicate high expectations. Pupils meet these consistently well. Adults respond promptly and proportionately to any incidents of poor behaviour, which are rare. This helps pupils reflect, restore relationships and make better choices in the future. Pupils report that bullying is rare and that they are confident that staff deal with any concerns quickly and effectively. The school provides very well ‑ judged pastoral support and appropriate adjustments for pupils who find it difficult to manage their behaviour.

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Inclusion Strong standard

Staff know pupils really well and understand their individual needs from the moment that they join the school. Leaders identify pupils' needs early. They put effective support in place quickly, so that pupils settle well and feel safe and confident.

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Inclusion Strong standard

The school's highly effective provision means that pupils with special educational needs and/or disabilities (SEND) learn alongside their peers, wherever possible. Teachers adapt lessons very carefully so that pupils access the same learning as others. They use visual supports, clear routines and practical resources to help pupils understand and manage their learning. The specialist resource base works extremely well. It provides highly targeted support while helping pupils move very confidently between the specialist and mainstream settings. Pupils from the resource base eat lunch with their peers, join lessons, take part in clubs and enjoy wider school life to the full.

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Inclusion Strong standard

Staff receive regular training so they can meet pupils’ needs with great confidence and care. Staff work closely with families and a range of outside professionals to plan support and raise aspirations. Leaders check pupils' progress often. They act quickly and very effectively if any pupil falls behind. This includes pupils with SEND, disadvantaged pupils and pupils known or previously known to social care. As a result, pupils develop confidence, belong fully and achieve well from their starting points.

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Leadership and governance Strong standard

Leaders lead the school with clarity, conviction and a clear moral purpose. They place pupils’ learning, wellbeing and safety at the centre of all decisions. Leaders understand the community deeply and know the challenges that some families face. When barriers arise, leaders act decisively and work closely with families and external agencies to remove obstacles to learning, attendance and engagement.

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Leadership and governance Strong standard

Leaders have a highly accurate and detailed understanding of the school’s performance. They use assessment information very carefully to check impact and set priorities. Leaders understand fully how published data about pupils' outcomes does not always reflect the achievements of pupils in the specialist resource base, while still setting highly ambitious expectations for all pupils.

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Leadership and governance Strong standard

Leaders invest heavily in staff development and wellbeing. They provide regular training, coaching and clear career pathways. Staff feel highly trusted, supported and valued. Leaders consider workload very carefully and maintain a visible and approachable presence. This creates a very committed workforce with high morale and shared ownership of the school's improvement.

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Leadership and governance Strong standard

Governance is very purposeful and informed. Trustees and academy council members understand the school’s context and their statutory duties. They scrutinise safeguarding very rigorously and hold leaders to account effectively through regular reviews and discussions. Communication between school leaders, governors and the trust is clear and focused. The school benefits from highly effective work within the trust. Trust leaders provide well ‑ judged challenge and timely support.

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Leadership and governance Strong standard

Parents and carers express high levels of confidence in the school's leadership. They value leaders’ openness, responsiveness and excellent commitment to inclusion. The collective leadership and governance of the school provide highly ambitious direction, build trust and secure sustained improvement for pupils.

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Personal development and wellbeing Strong standard

Pupils develop confidence, resilience and a positive sense of who they are at this school. Adults place pupils’ wellbeing at the heart of daily life and make sure that pupils feel safe, valued and ready to learn. Pupils learn how to keep themselves safe, including when online, through well ‑ designed lessons and assemblies. Visual reminders and regular check ‑ ins help pupils remember who they can speak to if they feel worried. Pupils say adults listen carefully and act quickly to support them.

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Personal development and wellbeing Strong standard

Personal development runs through everyday learning. Pupils learn about British values, protected characteristics and respectful relationships in clear, age ‑ appropriate ways. They speak confidently about fairness, equality and respect. Pupils understand that people and families can be different and that difference matters and should be respected. They show kindness and empathy towards one another and work well together.

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Personal development and wellbeing Strong standard

Older pupils develop an effective understanding of consent, personal boundaries and positive behaviours. They can explain how to stay safe and how to seek help if something

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Expected standard

does not feel right. Pupils say this learning helps them feel more confident and prepared for the next stage of their education. Pastoral care makes a clear difference to pupils and families. Staff know pupils extremely well and notice quickly when extra help is needed. The pastoral team provides timely emotional support and helps pupils manage difficult feelings. Staff work closely with families and other professionals to offer guidance and practical help when required. Pupils say this support helps them stay calm, stay in school and enjoy learning.

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Expected standard

Leaders tailor the personal development offer carefully. Some pupils follow an adapted life skills programme alongside the main curriculum. This supports independence, communication, self ‑ care and positive relationships. Pupils also learn about future careers through visits and talks from adults in different professions, which raises pupils' ambitions and widens their horizons.

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Achievement Expected standard

Pupils achieve well from their starting points. Teachers help pupils understand how to improve their work. Pupils take pride in what they produce. Published results show rising attainment, particularly at the end of key stage 2. Disadvantaged pupils do especially well. They often achieve better than similar pupils nationally. Leaders use detailed school assessment information alongside national data to understand their pupils’ progress accurately.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and those known or previously known to social care make meaningful academic and personal progress. Many pupils who start with significant gaps in their knowledge go on to meet expected standards, and some exceed them. Leaders track pupils' progress carefully and adjust support when needed.

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Achievement Expected standard

Across subjects, pupils typically build their knowledge step by step. Achievement is most positive in reading, writing and mathematics. Pupils' learning in other subjects does not, however, consistently show the same depth and confidence.

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Curriculum and teaching Expected standard

The school provides a clear, well ‑ designed curriculum that starts in Nursery and builds step by step. Teachers focus carefully on the basics, especially early reading, writing and number. In the early years and Key Stage 1, pupils learn phonics in a consistently effective way. Teachers check pupils' learning in lessons well and adapt tasks so that pupils keep up and make progress.

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Curriculum and teaching Expected standard

Teachers usually explain learning clearly and use examples to show pupils what success looks like. Pupils enjoy learning across a wide range of subjects. Teachers adapt lessons thoughtfully so pupils with special educational needs and/or disabilities can join in fully. Support staff help pupils stay focused and develop independence. Teachers use detailed systems to track pupils' progress, including for pupils who need extra support. This helps staff plan pupils' next steps and target help where it matters most. Leaders keep expectations high by focusing on what pupils can achieve next rather than what they have not achieved.

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Curriculum and teaching Expected standard

Some differences remain across subjects in how effectively staff address gaps in pupils' knowledge, pupils' misconceptions and errors in pupils' basic writing skills, such as handwriting and grammar. Leaders understand this and continue to refine teaching so that expectations, feedback and depth of learning reach the same high levels across all classrooms and subjects.

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Early years Expected standard

Children enjoy a calm, happy and welcoming start to school in the early years. Clear routines help children feel safe and settled quickly. Staff greet children warmly and support transitions with care. Visual prompts, photos and simple instructions help children manage daily routines independently, such as hanging up coats or choosing lunch. These approaches support children’s confidence and emotional development.

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Early years Expected standard

Staff place an appropriate emphasis on communication, language, phonics, early writing and early number. Children practise the correct pencil grip and develop early transcription skills step by step. Phonics teaching follows a consistently effective approach. Children enjoy learning sounds and confidently read back their work. Staff adapt activities quickly when children need more practice, for example with number concepts.

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Early years Expected standard

Learning environments feel calm and purposeful. Resources help children revisit learning, practise skills and explore interests. Leaders recognise that the Nursery outdoor provision needs further development to match the quality of the indoor environment.

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Early years Expected standard

Staff know children and families extremely well. They identify children's needs early. This includes children with special educational needs and/or disabilities and disadvantaged children. Staff work closely with families and professionals to secure timely help. Leaders track progress carefully and support staff through regular training. As a result, children build independence, confidence and secure foundations for future learning.

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

Pupils feel safe, cared for and welcome at this school. They start each day calmly. Routines are clear, and staff help pupils to settle quickly. Pupils trust adults and know who to talk to if they feel worried or upset. They say adults listen and act quickly to help them. Pupils behave well. Classrooms are calm and focused. Teachers explain what good behaviour looks like and praise pupils when they meet expectations. Pupils understand the school's values and try hard to live by them. They play kindly together and show respect for difference. Pupils say that bullying is rare and that staff deal with it straight away when it does happen.

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

Pupils enjoy learning. They concentrate well in lessons. Teachers help pupils who find learning harder effectively. Pupils appreciate this support. Pupils with special educational needs and/or disabilities take part fully in school life. These pupils feel included and valued. Pupils achieve well from their starting points. They feel proud of their work, especially in writing. Older pupils talk confidently about what they have learned in subjects such as history and can explain their ideas clearly. Younger pupils enjoy learning to read and like showing adults what they can do.

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

Pupils benefit from many wider opportunities. They join sports teams, music clubs and bands. They learn to swim in the school's pool. They raise money for others and help in the local community. Many pupils take on extra responsibilities, for example, as play leaders or ambassadors. They enjoy being role models for younger pupils.

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

Pupils like coming to school. Pupils generally attend regularly. For some pupils who face challenges that make this harder, staff work closely with families to help pupils come to school and feel ready to learn. Pupils say learning is fun, adults are kind and that the school helps them to feel confident about the future.

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Next steps

Leaders should strengthen the effectiveness with which gaps in foundational knowledge and misconceptions are identified and addressed, including in writing, so that pupils demonstrate increasing accuracy, fluency and confidence and achieve as well as they could. Leaders should improve pupils' learning and achievement in the wider curriculum, so that expectations, depth and impact match that seen in reading, writing and mathematics.

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About this inspection

This school is part of Lift Schools multi-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, Rebecca Boomer-Clark, and overseen by a board of trustees, chaired by Alastair John Da Costa.

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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 held meetings with the principal, various senior leaders, and members of the trust board.

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About this inspection

The school does not currently use any form of alternative provision.

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About this inspection

The school includes a 36 place specifically resourced provision for pupils with the following special educational needs and/or disabilities: speech, language and communication and moderate learning difficulties.

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Team inspectors:

Mandy Wilding, Ofsted Inspector George Huthart, 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. The school runs provision for 2- and 3-year-olds.

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What does this mean?

Principal : Ben Kilgannon 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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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

2023/24 (final) 57% 61% Close to average

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average

2022/23 (final) 59% 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

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 72% 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) 67% 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

2022/23 (final) 52% 44% 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) 59% 62% Close to average

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average

2022/23 (final) 62% 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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national average

2023/24 (final) 68% 58% Close to average

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national average

2022/23 (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

2023/24 (final) 68% 59% Close to average

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average

2022/23 (final) 57% 59% Close to average

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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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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. 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

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 .

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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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