Locking Primary School

Locking Primary School

Address: Meadow Drive, Locking, Weston-Super-Mare, Somerset, BS24 8BB Unique reference number (URN): 144926

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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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Early years Strong standard

Leaders have a clear and ambitious vision for the early years, which has grown significantly over time. The early years curriculum is precisely designed and sequenced to meet the changing needs of the children who attend. It identifies the important knowledge and skills that children need to learn as they progress from the 2-year-old provision to the end of Reception Year.

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Early years Strong standard

The early years environment is vibrant. Teaching is highly effective. Staff benefit from high quality professional learning. This helps them to consistently maximise the opportunities they have to develop children’s knowledge, particularly with regards to language and early reading skills. 2-year-olds use accurate vocabulary when describing shapes such as 'square and triangle'. Children in Reception Year independently use their phonic skills when re-telling stories about carnivals.

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Early years Strong standard

Children’s wellbeing is an absolute priority. Staff know the children well. They forge warm and respectful relationships with them. As a result, children across the early years quickly develop a sense of belonging. Staff ensure that children with special educational needs and/or disabilities benefit from precise adaptations to learning which means they can access the curriculum alongside their peers. By the end of Reception Year, children are very well prepared for Year 1.

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Inclusion Strong standard

Leaders have an ambitious and comprehensive vision for inclusion. This is fully realised through the day-to-day experiences of pupils who have special educational needs and/or disabilities (SEND), those who are disadvantaged and pupils who are known, or previously known to social care. Pupils thrive and play a full and active role in all aspects of school life.

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Inclusion Strong standard

Since the last inspection, and as a result of a significant increase in the numbers of pupils with SEND, leaders have improved the school’s systems to identify and meet pupils’ individual needs. Staff, including those who work in the specially resourced provision, ‘treetops’, benefit from a comprehensive professional learning programme. They use this knowledge, together with the views of professionals and parents and carers, to expertly adapt learning activities. They make highly effective use of a wide range of resources, such as ‘sensory bags’, ‘widgets’ and communication systems to precisely meet pupils’ individual learning, sensory and emotional needs. Where necessary, leaders use alternative provision appropriately. They maintain close oversight of pupils’ attendance, safety and learning.

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Inclusion Strong standard

Leader’s support for disadvantaged pupils is highly effective. Leaders rigorously check that additional funding is making a difference by closing any gaps that exist. Disadvantaged pupils make positive progress, both academically and emotionally because of this.

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Leadership and governance Strong standard

Senior leaders have a clear and ambitious vision for the school. They make decisions that are always in the best interest of pupils. Leaders are relentless in their drive to secure improvement. They make highly effective use of their detailed analysis of school performance to identify, check and rapidly improve any areas of weakness. As a result of highly effective leadership, many areas of the school’s work have improved significantly. For example, leaders’ actions to strengthen the school’s inclusive practices have resulted in highly effective provision for pupils with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Trustees and the school’s local governing body share leaders' ambition. They robustly hold leaders to account for their actions. Since joining the trust, pupils’ achievement and behaviour has improved rapidly. Trustees and governors fulfil their statutory duties effectively, including those related to safeguarding.

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Leadership and governance Strong standard

Leaders and trustees provide staff with an extensive professional learning programme that is tailored to individual needs. The use of external specialist to enhances this offer. Staff at all levels appreciate the opportunities they have to undertake professional qualifications, training or visits to other schools which builds both their confidence and expertise to carry out their roles effectively.

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Leadership and governance Strong standard

Staff enjoy working at the school. They value the way in which senior leaders consider their wellbeing. Staff talk about the active steps that leaders take to reduce their workload. Early careers teachers appreciate the support they receive.

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Leadership and governance Strong standard

Parents and carers are overwhelmingly positive about many aspects of the school’s work. They comment on the school’s 'family feel' and the way in which staff encourage pupils to flourish.

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Personal development and wellbeing Strong standard

Leaders have put in place an ambitious personal development programme. It is designed to provide pupils, particularly those who are disadvantaged and those with special educational needs and/or disabilities, with a wealth of opportunities and experiences which build their understanding of themselves, the local community they live in and the wider world around them.

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Personal development and wellbeing Strong standard

The personal, social and health education curriculum starts in the early years. It develops pupils’ knowledge and skills so that they are well prepared to take their place in modern Britain. Pupils have a detailed understanding of fundamental British values, recalling their ‘rap’ with enthusiasm. They know how democracy provides people with a voice. Pupils develop an age-appropriate understanding of the characteristics that make everyone unique, such as race and religion. They know the importance of celebrating individual difference and accepting others. Pupils show sensitivity when discussing their learning about different faiths and religions, such as Islam and Christianity. They develop their aspirations for the future by listening to adults talk about different careers in assemblies. Pupils build their character by raising money for local charities which in turn develops their understanding of money, budgets and cost. They take pride in earning the ‘golden welly’

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Personal development and wellbeing Strong standard

award for keeping the outdoor environment tidy at social times.

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Expected standard

Older pupils talk with maturity about changes to their body and the dangers of peer pressure. Pupils sensitively build their knowledge of risks in the real and online world, talking confidently about the dangers of vaping and how to stay safe online.

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Expected standard

The school’s pastoral offer for pupils and their families is wide ranging and comprehensive. Staff skilfully use their professional learning to provide pupils who need it most with the bespoke support and care they need to thrive. This ensures pupils have the confidence to share their feelings. Leaders use their knowledge of families to respond effectively when needs arise.

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Achievement Expected standard

Leaders’ work to address gaps in pupils’ attainment across the curriculum is having a clear impact. Pupils’ achievement by the end of Year 6 is improving and is now close to national averages. Their achievement in the Year 1 phonics screening check and in the Year 4 multiplication check are significantly above national averages. Disadvantaged pupils achieve well. Pupils with special educational needs and/or disabilities progress well through the curriculum from their starting points. However, a minority of pupils do not build a deep enough knowledge to secure higher outcomes in national curriculum tests. Leaders are addressing this, but this work is in its early stages. Despite this, pupils are increasingly well prepared for secondary school.

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Achievement Expected standard

Pupils confidently recall their current learning and make links to what they have learned before. For example, in history, they use words such as ‘ancestor’ to describe different time periods. Pupils develop their phonic and writing skills well which reflects leaders’ actions to strengthen these areas. Pupils who find reading difficult receive the help they need to catch up quickly.

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Attendance and behaviour Expected standard

Leaders prioritise pupils' regular attendance. They make effective use of weekly newsletters and the popular ‘attendance raffle’ to ensure that both parents and carers and pupils understand why attending school is important. Leaders are rigorous in their approach to tracking patterns of absence. They work closely with external agencies and parents to provide support to ensure that any barriers to attendance that may exist are overcome. Pupils’ attendance, which is line with national averages, and rates of persistent absence are improving because of this.

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Attendance and behaviour Expected standard

Pupils understand why the school rules are important and know how they help them to be ‘safe, respectful, resilient and ready’. They follow them diligently, both in and outside the classroom. Staff provide highly effective support for pupils who need help to manage their emotions. Pupils know that leaders will not tolerate discriminatory behaviour and understand their responsibility be to an ‘upstander’ and not a ‘bystander’. Across the school, pupils respond well to the clear routines that are in place. They move around the school calmly and settle quickly to their learning. Social times are a hive of activity. Older pupils take pride in playing with younger children.

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Curriculum and teaching Expected standard

Following the last inspection, leaders have significantly refined the curriculum. It is ambitious and makes clear the important knowledge and skills pupils need to learn from Nursery Year to Year 6.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum and the way in which it is taught. Their focus on raising expectations of teaching means that staff now consistently teach the curriculum well. In mathematics, for example, teachers model mathematical vocabulary and provide pupils with sentence stems which enables them to confidently articulate their understanding of number. Most staff check pupils’ learning carefully to quicky identify and rectify any gaps in pupils’ knowledge. However, some staff do not consistently identify some of the errors that pupils make, for example, in their written work. This hinders the progress that some pupils make across the curriculum.

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Curriculum and teaching Expected standard

Leaders prioritise the development of pupils’ essential skills and knowledge in reading, writing and mathematics. Teachers model letter formation well. They provide children who are at the early stages of writing with the support they need to hold a pencil correctly. Staff ensure that pupils build their understanding of the sounds that letters make. As a result, pupils become increasingly confident and fluent readers.

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

Pupils flourish at this highly inclusive school. From Nursery Year onwards, pupils, including those with special educational needs and/or disabilities (SEND), develop a clear sense of belonging. They attend well and understand how the school’s values help them to face and overcome challenges, make the right choices and work together.

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

Pupils have positive attitudes to learning. This starts in Nursery Year where children develop a sense of curiosity and sustain their attention when completing learning activities. Pupils in Year 6 benefit from leaders’ drive to raise standards. Typically, pupils achieve well and build the knowledge they need to succeed. Staff expertly remove any barriers that pupils with SEND face. Pupils, including those who attend the specially resourced provision, ‘treetops’, make positive progress from their individual starting points. Pupils are increasingly well prepared for the next stage of their education.

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

Leaders have significantly raised expectations for pupils’ behaviour and conduct. Staff consistently apply the school’s behaviour policy. Pupils show high levels of courtesy and respect, greeting adults with a smile. Warm and caring relationships are central to the school’s approach. Staff take time to get to know and celebrate pupils’ individual qualities. Bullying is rare. If it did happen, pupils are confident that adults will deal with it swiftly. Across the school, pupils feel safe and trust adults to help them with any worries or concerns that may arise. Pupils enjoy the range of clubs, trips and activities on offer to them. They talk positively about attending clubs such as football and choir, going on trips to a local zoo and taking part in a residential visit. Pupils take pride in their leadership opportunities, such as school councillor and ‘anti bullying ambassador’. They know how these roles improve their school

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

and help them to set a positive example for others.

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Next steps

Leaders should continue to ensure that teachers consistently check pupils’ understanding so that misconceptions are identified and swiftly addressed. Leaders should continue their work to improve pupils’ achievement so that more pupils deepen their understanding and achieve highly across the curriculum.

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About this inspection

This school is part of Extend Learning Academies Network, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Adam Matthews, and overseen by a board of trustees, chaired by Rosemary Carr.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, head of school, the trust effectiveness lead, assistant headteachers, special educational needs and disabilities coordinator, a group of staff and pupils. The lead inspector met with chief executive officer, a number of trustees, including the chair and vice chair, and members of the local governing board.

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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 has a specially resourced provision for pupils with special educational needs and/or disabilities (SEND), that is known as 'Treetops'. This includes provision for 10 pupils with a range of SEND needs, including moderate learning difficulties and social, emotional and mental health (SEMH).

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About this inspection

The school makes use of one registered and three unregistered alternative provisions.

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About this inspection

The school has pre-school provision for two-year-olds.

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About this inspection

The school has undergone significant changes since the last inspection. This includes changes to leadership, staffing and to the structure of the school, with the addition of the two-year-old provision in the early years.

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Team inspectors:

Jane Dhillon, Ofsted Inspector Gary Margerison, 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.

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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

2024/25 (final) 57% 62% Close to average

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average

2023/24 (final) 57% 61% 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

2022/23 (final) 72% 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) 73% 72% Close to average

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average

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 70% 74% Close to average

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average

2023/24 (final) 75% 73% Close to average

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average

2022/23 (final) 74% 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

2023/24 (final) 50% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 70% 63% Close to average

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average

2023/24 (final) 63% 62% 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) 70% 59% Close to average

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average

2023/24 (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

2024/25 (final) 70% 61% 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 (3 term) 5.3% 5.2% 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 (3 term) 12.1% 13.0% 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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