Launcelot Primary School and Nursery

Launcelot Primary School and Nursery

Address: Launcelot Road, Downham, Bromley, Kent, BR1 5EA Unique reference number (URN): 100692

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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 Expected standard

Leaders carefully check pupils' attendance to identify families who may need additional support. Tailored actions are having a demonstrable impact, particularly for pupils with additional needs and barriers to attending well. The school works effectively with other agencies to ensure that appropriate adaptations, including for any medical, sensory and social needs, mean many pupils now attend school well. Rates of attendance are now broadly in line with the national average. Leaders have worked hard to decrease the number of pupils who are persistently absent.

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Attendance and behaviour Expected standard

Pupils behave well and work hard. They show respect for their fellow classmates and know that bullying, including prejudicial behaviour, is not tolerated. Although serious incidents are very rare, leaders respond promptly and decisively when they occur. Pupils learn how to be ‘ready, responsible and respectful’. Where pupils need additional help with their behaviour, this is identified early, and the tailored support provided enables them to meet leaders' high expectations.

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Attendance and behaviour Expected standard

Pupils who join the school at different points during the school year quickly adopt the positive attitudes set by their peers. For example, pupils arriving from other countries are provided with a 'language ambassador' who helps them settle quickly, navigate routines and build confidence in communicating with others.

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Early years Expected standard

In each of the areas of learning, the curriculum is designed to help children to develop the knowledge and skills they need to progress across the early years foundation stage and be ready for Year 1. Leaders have rightly prioritised children's communication and language. Staff are well trained and, as a result, design purposeful opportunities that build children's speaking and listening skills alongside their early knowledge of writing and number. There are ample opportunities for children to practise their learning. This typically helps them to embed and sustain their understanding. Children generally apply their prior knowledge in areas such as phonics, early reading and early mathematics with confidence, demonstrating a secure understanding across the different areas of learning. Assessment is typically used well to check children's understanding and to plan any additional support to help them to

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Early years Expected standard

achieve their next steps. As a result, most children, including those with additional needs, are well prepared for Year 1.

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Early years Expected standard

Children benefit from a safe and nurturing start to their education. This is because their personal, social and emotional development is prioritised. Well-established relationships and routines successfully support children to settle, feel safe and engage with their learning. For example, children learn to focus and problem-solve, helping each other to count by matching the numbers on the pegs successfully. Similarly, children happily share resources, working together for sustained periods, demonstrating increasing levels of independence.

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Early years Expected standard

Parents and carers work closely with the school to help their children to settle quickly.

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Inclusion Expected standard

There are effective systems in place to identify pupils who may require additional support. Leaders and staff have high expectations for pupils who have special educational needs and/or disabilities, those who are disadvantaged and/or who face additional barriers to their learning. Typically, the support pupils receive reduces barriers to their learning and/or wellbeing. Staff receive effective training and detailed information that help them implement the school’s approaches. However, some adaptations in lessons are not precise enough to meet pupils’ needs.

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Inclusion Expected standard

Additional funding, including the pupil premium, is used appropriately to support pupils' learning and experience of school. Pupils and families who receive support from local social care services are well supported. For example, the school works closely with the local authority, external agencies and other professionals to ensure these pupils get the support they need.

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Inclusion Expected standard

The school’s additional resourced provision, the 'Hive', provides appropriate education and support. The curriculum is adapted to meet the needs of pupils who access this provision. While the progress of these pupils in English and mathematics is checked carefully, their progress in other subjects is not as closely checked. This means that, for some pupils, they achieve less well in subjects across the broader curriculum.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for improvement. They have a clear focus on ensuring that the actions they take benefit all pupils, including those who are disadvantaged, have special educational needs and/or disabilities or experience other barriers to learning. Leaders have been proactive in their work with local schools. This has provided helpful external challenge, enabling leaders to test the impact of their work and to share practice between schools. This collaboration has helped leaders to refine their work further and ensure that improvement priorities remain sharply focused on pupils’ needs.

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Leadership and governance Expected standard

Where improvements are at the early stages or have not been implemented with sufficient consistency, leaders know this and have appropriate plans in place to embed their work. There are times, however, where some important information, including aspects related to safeguarding, is not recorded with sufficient rigour. Leaders are taking appropriate steps to resolve this.

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Leadership and governance Expected standard

Leaders provide professional development that is rooted in evidence about what works well. This supports all staff, including those at the start of their career, to build expertise over time. Morale is high, and staff value the opportunities they receive to develop their practice. Leaders take effective action to manage staff's wellbeing and workload. They ensure that expectations remain manageable and that staff feel supported.

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Leadership and governance Expected standard

Those responsible for governance understand the school and local community well. They ask well-informed questions to hold leaders to account. Governors fulfil their statutory duties. They make sure that leaders' decisions are made in the best interests of all pupils.

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Personal development and wellbeing Expected standard

Pupils benefit from a thoughtfully designed programme that supports their personal development and wellbeing. For example, younger pupils learn about the importance of keeping safe, physical fitness and looking after their mental health. Older pupils build on this to learn about positive and respectful relationships, including the importance of consent. The curriculum and wider opportunities also help pupils to understand democracy through the roles of the school council and the rule of law through the school's approach to behaviour. Pupils also have opportunities to learn about different careers they might pursue. For example, during the school's 'science week', pupils met a range of scientists who explained their different jobs.

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Personal development and wellbeing Expected standard

The school places a high emphasis on promoting pupils' social, emotional and physical health. Structured play opportunities during social times enable pupils to develop teamwork and problem-solving skills. This helps pupils to understand the importance of exercise and healthy eating. For example, during the inspection, pupils explained that ‘movement means keeping your body busy, so you stay strong and feel good’. Pupils particularly enjoy using the on-site swimming pool, which provides intensive swimming lessons and develops early water confidence. This provision has widened access to swimming, including for pupils who are sensitive to noise or who find off-site environments more challenging.

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Personal development and wellbeing Expected standard

There is a range of opportunities for all pupils, including those who experience additional barriers to their learning and/or participation, to broaden their talents and interests. This includes boxing, dance and chess. Roles on the student council and ‘language ambassadors’ help pupils take on additional responsibilities that develop their confidence and help them contribute to the wider school community. For example, the student council members are setting up a ‘Together Forever Garden’, where they have spoken about 'spreading the joy of nature'.

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Personal development and wellbeing Expected standard

Pupils who attend the 'Hive' access a thoughtfully adapted personal development curriculum that meets their needs and enables them to engage with important themes and issues.

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Achievement Needs attention

Over time, pupils have not achieved as well as they might, including in national assessments. For example, the number of pupils achieving the expected standard in the phonics screening check at the end of Year 1 is below the national average. Leaders recognise this, and the school is working effectively with external partners to help improve pupils' outcomes in areas such as reading.

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Achievement Needs attention

Across the school, some pupils have gaps in core foundational knowledge such as writing. In addition, expectations for the quality of pupils’ spoken and written work are not consistently high enough. As a result, pupils’ work often contains errors, including in spelling, grammar and punctuation, which persist over time. This limits the depth of knowledge that some pupils secure, meaning they find it more difficult to progress through the intended curriculum. Pupils with special educational needs and/or disabilities, including those in the specialist resourced provision, generally make positive progress through the curriculum from their different starting points and are typically well prepared for the next stage of their education.

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Curriculum and teaching Needs attention

Pupils follow a well-designed and logically ordered curriculum. Since the previous inspection, leaders have accurately identified any gaps in pupils' learning and have adapted subject content appropriately. Leaders have established structured programmes for phonics, reading and mathematics. Where pupils fall behind, staff provide targeted support to help them catch up with the knowledge they need to tackle more complex learning. Staff typically make appropriate adaptations to the curriculum, tasks and activities so that pupils with special educational needs and/or disabilities or those who experience other barriers to their learning can access the curriculum more readily. For example, breakfast club is used to deliver focused interventions and daily one ‑ to ‑ one 'precision teaching' helps address specific gaps. Leaders have strengthened the teaching of mathematics by breaking learning into smaller, more manageable steps. This helps pupils to build their understanding more

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Curriculum and teaching Needs attention

The quality of teaching across the school varies considerably. While new ideas are generally explained with clarity and precision, teaching does not consistently identify and address errors and misconceptions in pupils’ written work across different subjects. This means that pupils can repeat the same mistakes. This weakens the overall quality of these pupils’ work and limits their ability to learn the intended curriculum and to tackle more complex ideas.

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Curriculum and teaching Needs attention

Leaders have rightly identified the need to improve pupils’ spelling, handwriting, grammar and punctuation. However, this work is at an early stage and has not yet secured the improvements pupils need to write with fluency and accuracy.

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

Pupils enjoy being part of the vibrant, multicultural community at Launcelot Primary. Many pupils join the school at different points in the year and from a wide range of countries. 'Language ambassadors' play an important role in welcoming new pupils and helping them to settle quickly. Pupils form trusting relationships with staff, which supports their smooth transition into school life. Pupils understand how to stay safe, including when online, and are confident to seek help from trusted adults when they feel worried.

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

Classrooms are calm and purposeful, shaped by the nurturing relationships between staff and pupils. Pupils generally behave well, and interactions between pupils and adults are positive. Pupils know staff respond to any concerns about bullying promptly and effectively. Social times are inclusive. Some pupils, including those with particular needs, receive carefully structured support. This helps them manage their emotions and develop socially.

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

Variability in the quality of teaching means that some pupils do not secure the knowledge they need, including in early reading and mathematics, quickly enough. As a result, gaps in this essential knowledge limit the achievement of some pupils, including some who are disadvantaged and/or have special educational needs and/or disabilities.

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

Pupils develop a secure understanding of life in modern Britain. They understand how school events such as ‘spring around the world’ deepen their understanding of fundamental British values, including respect and tolerance. They value the range of visits and events that leaders organise to bring learning to life. Pupils speak enthusiastically about ‘Friyays’, where the school celebrates ‘the always children’ – pupils who consistently demonstrate positive attitudes and behaviour.

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Next steps

Leaders should ensure that high-quality teaching is embedded across the school so that pupils learn the intended curriculum and achieve well in different subjects. Leaders should build on their current work to ensure that there is a consistent approach to developing pupils' writing and oracy across subjects and year groups. Leaders should ensure that important information, including relating to aspects of safeguarding, is recorded in sufficient detail and in a timely way so that their actions and decisions can be reviewed thoroughly. Leaders should ensure that staff consistently use the information they have to make appropriate adaptations to meet the needs of pupils with special educational needs and/or disabilities or other barriers to learning.

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About this inspection

The chair of the board of governors in this school is Rebecca Scott.

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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, senior leaders, pupils and staff during the inspection. Discussions were also held with representatives of 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 any registered alternative provisions.

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Team inspectors:

Seamus Gibbons, Ofsted Inspector Emily Leonard, 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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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

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

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average

2022/23 (final) 62% 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 (final) 71% 75% Close to average

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average

2022/23 (final) 67% 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 (final) 67% 72% Close to average

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average

2023/24 (final) 68% 72% Close to average

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average

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 68% 73% Close to average

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average

2022/23 (final) 73% 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

2024/25 (final) 43% 47% Close to average

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average

2023/24 (final) 53% 46% Close to average

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average

2022/23 (final) 50% 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

2024/25 (final) 68% 63% Close to average

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average

2023/24 (final) 71% 62% Close to average

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average

2022/23 (final) 57% 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

2024/25 (final) 61% 59% Close to average

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average

2023/24 (final) 59% 58% Close to average

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average

2022/23 (final) 61% 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

2024/25 (final) 50% 61% Close to average

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average

2023/24 (final) 65% 59% Close to average

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average

2022/23 (final) 61% 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

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.2% 5.9% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 15.3% 14.6% Close to average

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national average

2022/23 (3 term) 16.3% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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