Schools & FE · Report card

Lakeside Primary School

Inspected 19 May 2026 · published 29 Jun 2026 · URN 145686

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Summary

No overall grade in this frameworkSafeguarding met

Anna Vrahimi (lead), Dawn White, Sally Snooks

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
19 May 2026
Inspectors verified
Anna Vrahimi, Dawn White, Sally Snooks
Postcode verified
B77 2SA
Name on report verified
Lakeside Primary School
Safeguarding verified
Met
URN verified
145686

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+72Very positivemore positive than 47% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositivelypositivevery wellwarmhighly effectivestrengthrespectful

Criticismconcernslacksnot consistentlynot alwaysnot strongnot preciselynot precise

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1638w+75
Leadership245w+55
Safeguarding51w−11
What needs to improve60w+62

Strengths

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Concerns

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However, practice is not consistently strong across all subjects and classes. p.3

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,992; about usual (typical 1698)
Reading level: Hard; Flesch 32, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 56%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 32%

Full report text

Lakeside Primary School

Address: Leyland Road, Glascote, Tamworth, Staffordshire, B77 2SA Unique reference number (URN): 145686

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Personal development and wellbeing Strong standard

Leaders place pupils’ personal development and wellbeing at the centre of the school’s work. There is a strong culture of care, inclusion and respect. Pupils understand the school’s expectations in relation to equality, relationships and inclusion, and they can explain why it is important that everyone is treated fairly.

p.2

Personal development and wellbeing Strong standard

The school’s wider personal development programme supports pupils effectively to become confident and considerate young people. Through personal, social, health and economic education, assemblies and wider pastoral work, pupils learn about relationships, diversity, tolerance and life in modern Britain. Pupils demonstrate a secure understanding of fundamental British values and understand the importance of showing respect for people with different beliefs and backgrounds. Pupils learn about economic issues, such as the need to use a credit card responsibly and the consequences of not doing so. These experiences help pupils to prepare for future life.

p.2

Personal development and wellbeing Strong standard

There are many opportunities for pupils to develop wider interests and responsibilities. Pupils value the school’s ‘Guardian Groups’, where they discuss wellbeing, relationships and lived experiences with trusted adults and peers. Pupils speak positively about these opportunities and explain how they help them to learn about other people’s feelings and viewpoints. Pupils also benefit from a broad range of clubs, trips and wider opportunities, including music, sports and community fundraising activities. For example, pupils have raised money for a defibrillator and for a local refuge. Leaders ensure that all of these experiences are inclusive and accessible.

p.2

Personal development and wellbeing Strong standard

Pastoral support is highly effective. Staff know pupils and families very well and work closely with external agencies when additional support is required. Nurture provision, the work of the family support team and carefully tailored support strategies help many pupils to feel secure and included. Parents and carers speak positively about the support the school provides. Pupils are resilient and show positive attitudes towards each other. The school’s work to support pupils’ emotional wellbeing and sense of belonging is a notable strength.

p.2

Achievement Expected standard

At the end of key stage 2, pupils’ outcomes over time in the combined measure for reading, writing and mathematics are above the national average. Reading is a particular strength, especially for pupils who are disadvantaged. Overall, pupils achieve appropriately across the curriculum subject areas. They develop the knowledge and skills they need for the next stage of education.

p.2

Achievement Expected standard

Pupils generally build knowledge securely over time. Pupils with special educational needs and/or disabilities and those requiring additional support typically make appropriate progress from their starting points. Leaders identify the needs of these pupils carefully. They put suitable interventions and adaptations in place that help them to learn successfully. Pupils usually take pride in their work and can discuss prior learning confidently.

p.2

Achievement Expected standard

Leaders’ work to improve phonics and foundational mathematical knowledge is beginning to strengthen pupils’ fluency and confidence at an earlier stage. However, on occasion, in some subjects, the learning that pupils receive does not extend their thinking sufficiently. This is particularly the case for the most able pupils. Where this happens, pupils do not deepen their understanding as well as they should.

p.3

Attendance and behaviour Expected standard

Attendance is broadly positive overall and the majority of pupils attend school regularly. Leaders understand the barriers affecting vulnerable pupils and families. Leaders work closely with families and external agencies when concerns arise. A small number of pupils do not attend regularly enough. Leaders provide targeted support for these pupils and their families. This support is helping these pupils to improve their attendance.

p.3

Attendance and behaviour Expected standard

Leaders have established clear expectations for pupils' behaviour. This contributes to a calm and orderly environment where pupils generally behave respectfully and engage positively in learning. Sometimes, some pupils lose focus while waiting for further guidance or for additional activities.

p.3

Attendance and behaviour Expected standard

Relationships between pupils and staff are warm and respectful. Bullying is rare, and staff address it quickly if it does happen. Pupils benefit from the school's positive and inclusive approach to behaviour. Where necessary, staff use a range of additional, tailored approaches, including nurture support for pupils' emotional needs, visual timetables and reward systems. This additional support helps pupils to regulate their behaviour and remain engaged in learning.

p.3

Attendance and behaviour Expected standard

Leaders have established suitable systems to monitor and promote good attendance and behaviour. However, occasionally, their analysis of information about attendance and behaviour lacks precision. This makes it more difficult for leaders to know whether their work to improve attendance and behaviour is having the impact that they intend.

p.3

Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum that identifies the important knowledge and skills pupils should learn over time. The curriculum is carefully ordered from the early years onwards and places a clear emphasis on reading, phonics, vocabulary development, writing and mathematics.

p.3

Curriculum and teaching Expected standard

Staff are generally knowledgeable about curriculum expectations. Across most subjects, teachers present new learning clearly. Pupils typically understand this learning and engage positively in lessons. Teachers generally use assessment appropriately to identify misconceptions and adapt learning. Staff model language well and there is a consistent focus on vocabulary and sentence construction across lessons and pupils’ work. Leaders have improved the quality of phonics teaching. This is helping pupils to become increasingly fluent readers at an earlier stage. Most pupils build knowledge securely over time. In writing, older pupils increasingly demonstrate the ability to write at length using increasingly accurate grammar, punctuation and vocabulary. However, practice is not consistently strong across all subjects and classes. For example, in some lessons, learning is not adapted precisely enough to pupils’ differing

p.3

Curriculum and teaching Expected standard

starting points. At times, pupils complete work too quickly when they find it too easy. When this happens, it limits the opportunities for some pupils, particularly the most able pupils, to deepen their understanding and work at greater depth.

p.4

Early years Expected standard

Children experience a positive start to their education in the early years. Leaders have established an ambitious curriculum that is organised appropriately to build children’s knowledge and skills over time. There is a clear focus on communication, language, early reading and developing independence.

p.4

Early years Expected standard

Children generally engage positively with learning activities and benefit from warm relationships with adults. Staff know children well and use assessment appropriately to identify needs and adapt provision. Learning environments are organised carefully to promote curiosity, independence and purposeful play. Consistent routines help children to understand expectations quickly. Adults are warm, caring and attentive. They respond quickly to children’s physical and emotional needs and provide comfort to children who may become upset.

p.4

Early years Expected standard

Staff provide regular opportunities for children to practise and apply early writing, reading and mathematical skills. Children learn how to identify sounds and write letters. They quickly move on to writing words and sentences. Children typically develop positive attitudes to learning and routines are well established. The majority of children are appropriately prepared for Year 1.

p.4

Inclusion Expected standard

This is an inclusive school. Leaders and staff know the pupils and their families and carers very well. They work carefully to identify and reduce barriers to learning and wellbeing for all pupils. Leaders work effectively with external agencies and use clear systems to assess pupils’ needs and provide support. Staff adapt learning appropriately for pupils with special educational needs and/or disabilities (SEND), including through scaffolding, adapted resources and targeted adult support. As a result, pupils with SEND generally access the same curriculum as their peers and typically make appropriate progress from their starting points.

p.4

Inclusion Expected standard

Staff use approaches such as visual timetables, reward systems and breakout spaces effectively to support pupils with behavioural and emotional needs. This work is helping to improve pupils’ engagement and reduce behavioural incidents for many pupils.

p.4

Inclusion Expected standard

Leaders make thoughtful use of additional funding for disadvantaged pupils and identify pupils who require extra support. Staff work effectively with virtual schools and local partnerships, in particular to support pupils' academic progress, behaviour and emotional wellbeing. However, on occasion, learning is not adapted sharply enough in some classes, particularly for some higher-attaining pupils. Where this happens, some pupils do not deepen their understanding or work at greater depth consistently well.

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