Ivy Lane Primary School

Ivy Lane Primary School

Address: Ivy Lane, Chippenham, Wiltshire, SN15 1HE Unique reference number (URN): 144705

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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

The curriculum enables most pupils to make the progress that they should. They achieve outcomes in line with the national average in reading, writing and mathematics at the end of Year 6. This means most pupils are ready for their next stage. Pupils consistently meet expectations in the Year 1 phonics screening check and develop as fluent, confident readers. Leaders’ focused work in mathematics has strengthened pupils’ recall of number facts and multiplication knowledge. This is having a positive impact for all groups of pupils, including those experiencing disadvantage. Pupils’ handwriting and spelling continue to develop. Leaders address any inconsistencies in the quality of pupils' work.

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Achievement Expected standard

A few pupils, including those who face barriers to learning, still achieve less well than their peers. However, leaders know these pupils well and have implemented actions and interventions to close any gaps in pupils' knowledge effectively.

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Attendance and behaviour Expected standard

Leaders prioritise attendance. They track attendance rates systematically and have established effective systems to secure positive attendance for most pupils. Over time, pupils have attended school well. As a result, attendance rates are in line with the national average. When pupils face barriers to attendance, leaders act promptly and thoughtfully. Leaders' knowledge of pupils and families enables staff to put the right support in place quickly. This includes interventions that support pupils outside of the classroom and the involvement of external organisations. This approach has a positive impact, particularly for the most vulnerable pupils. As a result, their attendance has improved.

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Attendance and behaviour Expected standard

Leaders have established a clear approach to behaviour, which staff follow consistently across the school. Staff’s understanding of pupils enables them to tailor their approach to meet pupils' individual needs where necessary. Leaders implement behaviour plans that are thoughtfully designed. These ensure that support is in place for pupils to successfully learn. Pupils demonstrate positive attitudes to learning and speak confidently about how unkind behaviour is not tolerated. Behaviour across the school is calm, respectful and purposeful. Pupils' conduct in lessons and around the site reflects leaders' high expectations throughout the school.

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Curriculum and teaching Expected standard

Teachers deliver a broad and balanced curriculum that is carefully sequenced to build pupils’ knowledge. Leaders provide regular and well ‑ targeted training that equips teachers to deliver the curriculum confidently. Pupils are inquisitive. Teachers frequently prompt them to ask questions and make links in their learning. Teachers help pupils to draw meaningful comparisons, for example, between the ancient Mayan civilisation and ancient Greece. Staff introduce subject-specific vocabulary in each topic. This deepens pupils’ understanding of important concepts, including ideas such as ‘Moksha’ in Hinduism. The school’s writing approach meets pupils’ needs, particularly for those who require additional support to write fluently. This approach also develops pupils’ oracy skills, vocabulary and understanding of why authors make the choices that they do. Staff apply this writing approach from the early years. Staff model language clearly and question pupils

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Curriculum and teaching Expected standard

effectively. However, the teaching of transcriptional skills, particularly handwriting and spelling, and teachers' expectations for these across the curriculum, varies too much between classes.

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Curriculum and teaching Expected standard

Staff teach phonics systematically and enable most pupils to become fluent readers. Teachers identify gaps in pupils’ phonic knowledge quickly and provide timely interventions. Teachers deliver mathematics with rigour, using carefully planned activities to secure pupils' understanding. Sometimes, teachers do not use resources to aid pupils' learning as effectively as they could.

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Early years Expected standard

Children benefit from a calm and positive start to their schooling, with established routines that help them to feel settled and secure. Leaders work effectively with parents and carers. Warm, nurturing relationships enable staff to foster independence and guide children confidently through daily learning. Snack time, combined with story time, encourages good manners, social skills and a love of reading. Teachers share detailed information to help address gaps in children's learning quickly. Children in the Nursery become familiar with the Reception class environment early, supporting them to feel comfortable in school when they start Reception.

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Early years Expected standard

In Reception, the curriculum is well structured and sets ambitious expectations for children. Direct teaching in reading, writing and mathematics follows whole ‑ school approaches effectively. Reading is prioritised, with phonics introduced from the start of Reception and continued seamlessly into Year 1.

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Early years Expected standard

Activities to help children learn are thoughtfully designed. Engaging activities such as 'potion making' support children to think creatively and use their imaginations vividly. Interactions between adults and children are generally purposeful. Occasionally, opportunities within continuous provision do not extend children's learning and adults could question the children's understanding more consistently. Leaders ensure that children are assessed early and any needs are carefully monitored to secure appropriate support.

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Inclusion Expected standard

Leaders have established clear and well ‑ organised systems to support pupils with special educational needs and/or disabilities (SEND). Support for these pupils is matched closely to their level of need. Teachers carefully design learning plans for these pupils with specific and achievable targets. Leaders check the progress that pupils are making regularly. From their checks, leaders identify and address where support for pupils is not implemented as well as it could be.

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Inclusion Expected standard

Staff receive regular training to ensure that they are confident to support pupils’ learning and wellbeing. The school offers an established wellbeing programme for pupils. This includes support beyond the curriculum, including mindfulness sessions and emotional literacy support. This ensures that pupils who face social or emotional challenges feel safe, calm and ready to learn.

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Inclusion Expected standard

Leaders remove barriers for pupils with SEND and those who are known or previously known to social care. Staff thoughtfully plan support so that most pupils learn successfully alongside their peers. Leaders work closely with external agencies to ensure that pupils with the most complex needs receive the right support. Leaders use alternative provision, both on and off site, effectively. Leaders track disadvantaged pupils' learning closely, and use additional funding to ensure that it has a positive impact on these pupils' progress.

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Leadership and governance Expected standard

Leaders demonstrate a commitment to pupils’ wellbeing and safeguarding. Their decisions are guided by what is in pupils’ best interests. They create a sense of belonging for all pupils, making thoughtful adjustments that support behaviour, attendance and learning, ensuring the most vulnerable pupils remain connected to school life.

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Leadership and governance Expected standard

Leaders identify key priorities accurately. They remain open to professional challenge. Senior leaders maintain a strategic focus on improving outcomes, particularly for disadvantaged pupils, supported by monitoring systems and regular oversight. Collaboration between trust schools allows staff to access many professional learning opportunities. This professional learning typically improves staff teaching practice.

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Leadership and governance Expected standard

Those responsible for governance actively engage with school leaders and provide effective support. They understand the school’s journey well and maintain clear oversight of outcomes, including for disadvantaged and vulnerable pupils.

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Leadership and governance Expected standard

Leaders support staff's wellbeing, which is reflected in a positive team culture. Parents express high levels of trust in leaders and value the work of the school.

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Personal development and wellbeing Expected standard

Personal, social and health education is delivered effectively across the school. As a result, pupils develop a secure understanding of key knowledge, including how to stay safe online, how to maintain a healthy and active lifestyle and what makes a positive friendship. Pupils develop a sense of self and belonging through the school’s consistent promotion of its values. Some pupils have a more limited understanding of the fundamental British values, characteristics that are protected by law and some aspects of world religions and cultures.

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Personal development and wellbeing Expected standard

The school provides a range of enrichment experiences and leadership opportunities for pupils. Partnerships across Chippenham, such as participation in Commonwealth Day events and visits to the local museum, help pupils to feel rooted in their community. Pupils also participate in charitable community events by donating to the local foodbank.

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Personal development and wellbeing Expected standard

Staff are committed to broadening pupils’ experiences and interests. These experiences include orienteering, whole ‑ class music lessons and a wide range of clubs. The school’s '50 experiences' programme nurtures pupils' curiosity and expands their cultural capital. These include memorable activities, such as train journeys, poetry performances and heritage walks. Leaders raise pupils' aspirations through careers fairs that introduce pupils to a wide range of real ‑ world professionals. The school organises for pupils to enter and exhibit their artwork in a national artwork competition, developing pupils' appreciation and understanding of the arts.

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Personal development and wellbeing Expected standard

Leaders support pupils’ mental health well through a structured programme that includes emotional literacy and activities in the forest school. Pupil leadership roles, including house captains, eco ‑ warriors and play leaders, give pupils meaningful opportunities to contribute to school life and develop their understanding of democracy and responsibility. At every stage, pupils are prepared for their next steps through personalised 'pupil profiles' and targeted support for those who need it.

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

Leaders have established a familiar and welcoming atmosphere across the school. The school blends its rich history and long ‑ held traditions with a vibrant approach to curriculum and play. The school is a safe place to learn, where pupils' confidence and joy are visible. Most pupils achieve in line with their peers nationally and attend school regularly.

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

Pupils are happy, safe and are kind to one another. Pupils make friends and want to learn. They enjoy visiting Bertie the school dog. Leaders have created engaging lunchtime experiences for pupils that include music and dance. Children in the early years often play in the mud kitchen or bounce on space hoppers. All this captures and develops pupils' imagination through play.

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

Bullying is rare. Pupils know there are responsible adults that they can talk to without hesitation. The school's well-established expectations of behaviour start in the early years. As a result, pupils understand what is expected of them and the school is a calm place to learn. Pupils are focused and engaged in class and behave well.

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

Pupils benefit from a wealth of carefully planned enrichment opportunities organised by the school. Activities such as singing at the local residential home and attendance at the local folk festival help pupils to connect with the wider community. A wide range of clubs organised by staff, from cricket to coding, excites pupils and reflects the staff's dedication to pupils' personal development. Leaders carefully maintain communal areas, classrooms and resources, including special areas like the treehouse. These spaces enable pupils to learn calmly and reflect quietly.

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Next steps

Leaders should ensure that transcription skills, including handwriting and spelling, are taught consistently well across all subjects, so that pupils secure the skills needed for high-quality writing.

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Team inspectors:

Claire Mirams, Ofsted Inspector Kathy Maddocks, Ofsted Inspector Jo Walker, 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. Leaders should ensure that adult interactions with children in the early years are consistently high quality, maximising opportunities for children to fully develop their language.

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About this inspection

This school is part of Pickwick 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, James Passmore, and overseen by a board of trustees, chaired by Rob Ward .

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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

Inspection activities: Inspectors spoke with the headteacher and other senior leaders during the inspection. Inspectors also spoke with representatives from the trust and the local governing body.

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About this inspection

The inspectors confirmed the following information about the school: The school joined the Pickwick Academy Trust in 2017.

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About this inspection

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

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About this inspection

The school uses 10 alternative providers supporting 8 pupils.

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About this inspection

Headteacher: Helen Lammin This data is from 17 March 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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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

2023/24 (final) 56% 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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average

2024/25 (revised) 81% 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) 70% 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

2024/25 (revised) 76% 72% Close to average

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average

2022/23 (final) 70% 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

2022/23 (final) 75% 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) 33% 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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national 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

2022/23 (final) 50% 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) 50% 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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national average

2024/25 (2 term) 5.3% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 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

2024/25 (2 term) 13.7% 13.3% Close to average

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national average

2023/24 (3 term) 16.0% 14.6% Close to average

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national average

2022/23 (3 term) 13.3% 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

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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