Lingfield Primary School

Lingfield Primary School

Address: Vicarage Road, Lingfield, Surrey, RH7 6HA Unique reference number (URN): 125124

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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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Curriculum and teaching Strong standard

Leaders diligently refine the curriculum and assess the most effective ways it can be delivered. This ensures that it is well designed to meet the needs of all learners. This begins in the pre-school and is well sequenced to develop pupils' knowledge over time as they progress through the school. Learning is carefully linked across subject areas. Staff help pupils to make complex connections as they work through the carefully crafted curriculum.

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Curriculum and teaching Strong standard

Leaders focus on ensuring that pupils secure strong foundations for learning so they are confident and ready to move on to the next stage. Early reading and phonics are taught well. Pupils learn to read quickly and with increasing fluency. Pupils are confident communicators and use subject-specific vocabulary during conversations about their learning.

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Curriculum and teaching Strong standard

Leaders are ambitious for all pupils to access the same curriculum. They ensure that staff have the necessary skills to deliver the curriculum well. Staff check pupils' understanding regularly and address misconceptions. Where pupils have errors or misunderstandings in their learning, targeted teaching addresses these so that gaps in knowledge are closed quickly. Staff make appropriate adjustments and adaptations so that pupils work towards the same endpoints. Pupils benefit from a consistently high-quality curriculum that prepares them very well for their future learning.

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Early years Strong standard

The early years curriculum is carefully planned to enable children to progress in all 7 areas of learning. Staff deliver the curriculum through well-considered topics. They bring learning to life through carefully chosen texts that link directly to the topics. Leaders prioritise number, reading and vocabulary development. They understand the importance of children securing this important foundational knowledge. This sharp focus means that children are very well prepared for Year 1. A significant proportion of children achieve a good level of development at the end of the Reception Year.

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Early years Strong standard

Leaders ensure that children develop a love of learning from the start. Carefully planned learning activities develop children's knowledge. For example, children were particularly enthusiastic when a downpour provided a storm for the pirate ship they had built outside. Interactions between children and adults are extremely positive. These demonstrate warm, considerate relationships as well as a secure understanding of how children learn.

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Early years Strong standard

Children play with each other with care and respect. Routines are very well embedded. These begin from the start and are enhanced by the robust relationships with parents and carers.

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Early years Strong standard

Leaders and staff quickly identify children who may have special educational needs and/or disabilities. They diligently check on their progress. Effective support from school leaders and work with outside agencies ensures that these children can access the curriculum alongside their peers.

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Inclusion Strong standard

Leaders have a clear and ambitious vision that places inclusion at the heart of the school’s work. Leaders are determined that every pupil will flourish. They take thoughtful, proactive steps to remove any barriers to learning or wellbeing. When sensitive matters arise, leaders respond with care. The school invests highly in resources and specialist services so that pupils receive precise and timely support.

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Inclusion Strong standard

Leaders have robust systems to identify needs early, including for pupils with special educational needs and/or disabilities (SEND). Well-planned training ensures staff have the skills to support and meet pupils’ needs successfully. Rigorous monitoring of pupils’ progress and the support they receive helps leaders to recognise the exact adjustments required. These thoughtful and appropriate adaptations enable pupils with SEND to engage confidently in lessons and other aspects of school life. The specially resourced provision for pupils with SEND helps staff address pupils’ needs effectively and remove barriers to learning.

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Inclusion Strong standard

Leaders' strategy for spending additional funding, such as the pupil premium grant for disadvantaged pupils, is implemented and evaluated carefully. Support is purposeful and contributes to the positive attainment of pupils eligible for this funding. Pupils known, or previously known, to social care benefit from compassionate pastoral support that is closely aligned to their individual needs. When alternative provision is used, leaders work closely with providers to check on pupils’ welfare and learning. They use this as a development opportunity to bring effective ways of meeting pupils' needs back into school.

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Leadership and governance Strong standard

Leaders demonstrate a robust understanding of the school’s strengths. They are also clear about areas for development. Leaders and governors constantly reflect on priorities to ensure that any actions taken are in the best interests of pupils. These actions are well researched and informed by external expertise.

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Leadership and governance Strong standard

Leaders ensure that there is consistency in expectations across all areas. Their focus is on ensuring that every pupil achieves well and is ready for the next stage of their education. Staff benefit from frequent, high-quality training. Staff are supported to understand and implement teaching strategies and adaptations for the increasingly diverse needs of the school's pupils. Staff appreciate how well leaders prioritise their workload and wellbeing while maintaining the focus on providing the best possible education for pupils. This fosters a positive culture across the school.

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Leadership and governance Strong standard

There is a collaborative approach to leadership and governance across the school. Governors know the school community and local context well. They possess the necessary expertise to challenge and support leaders effectively. Governors understand and meet their statutory duties. They share leaders’ high expectations for all pupils to achieve academic success and develop as confident, resilient individuals. Governors' work contributes to the school's continued improvement.

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Leadership and governance Strong standard

Parents and carers are overwhelmingly enthusiastic about how well the school supports their children. Leaders have created an inclusive culture that continues to enhance pupils’

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Expected standard

life chances and ensures that pupils have the skills and knowledge needed for life beyond the school gates.

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Personal development and wellbeing Strong standard

The school provides a well-designed and aspirational personal development programme that enables pupils to thrive. Leaders review the offer regularly so that it remains closely aligned to pupils’ interests, needs and the local context. Technology is used with clear purpose and supports pupils to become confident, capable digital learners. Online safety is a priority and taught in depth. Pupils show a deep understanding of potential risks and describe practical steps to protect themselves, such as not sharing personal information. Teaching about keeping safe extends beyond technology. Pupils develop a secure awareness of different risks outside of school and how to manage them.

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Personal development and wellbeing Strong standard

The personal, social and health education (PSHE) curriculum is well structured and delivered with precision. It builds on what pupils have learned previously. As a result, pupils develop detailed knowledge across a wide range of important topics. For example, older pupils discuss puberty, healthy relationships and personal changes with maturity.

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Personal development and wellbeing Strong standard

Pupils show thoughtful respect for diversity. They speak with assurance about valuing people of all faiths and those with none. They understand the importance of respecting differences. Fundamental British values are taught consistently through PSHE and assemblies. Pupils understand the importance of these and share considered examples.

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Personal development and wellbeing Strong standard

Building ambition, confidence and self-esteem is woven through the school's work. Pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, flourish personally and socially. Pupils understand what a healthy lifestyle is, including strategies to maintain positive mental health. Pupils talk openly about their feelings and know how to seek help. They trust staff to listen and support them. Pupils value additional provision to support their wellbeing.

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Personal development and wellbeing Strong standard

The wider school offer for pupils’ personal development is extensive. It includes an array of different activities, clubs, visitors to school and trips. Activities are carefully designed to nurture pupils' interests and talents. Leaders have ensured that the offer is fully accessible for all, including pupils with SEND and disadvantaged pupils.

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Achievement Expected standard

Pupils in the school achieve broadly in line with national averages. Published outcomes have increased for reading, writing and mathematics. Disadvantaged pupils also achieve in line with national averages.

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Achievement Expected standard

There is a sharp focus on supporting pupils to learn to read fluently. Leaders make sure that spelling and early number skills are carefully taught so pupils can apply this knowledge to other areas of their learning. This means that when pupils arrive, they catch up quickly and can access the rest of their learning. In the wider curriculum, pupils develop secure knowledge in different subjects. This is evident in the work they produce and when they talk about their learning.

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Achievement Expected standard

Leaders and staff provide effective support to help pupils succeed. As a result, pupils, including those with special educational needs and/or disabilities, disadvantaged pupils and those who join the school part way through their education, make successful progress from their starting points.

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Achievement Expected standard

Pupils are well prepared to move from one key stage to another. There is effective support in place to make sure that pupils can thrive when they move up.

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Attendance and behaviour Expected standard

Leaders have created a caring and nurturing ethos. Staff work well with pupils and their families to promote positive attendance. This approach has recently been successful in starting to reduce the proportion of pupils who are persistently absent. Leaders are continuing to steadily build on the trend of improving attendance over time. As a result, overall pupil attendance is improving towards the national average. The current attendance of pupils shows that rates of absence are reducing.

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Attendance and behaviour Expected standard

Behaviour is consistently positive. Staff and pupils uphold the school's approach of high expectations. Pupils and parents are positive about behaviour, with few concerns about bullying. Pupils are friendly, polite, respectful and enthusiastic. The school uses suspensions appropriately and only in exceptional circumstances. Prejudicial and derogatory language is never tolerated, and any incidents are addressed robustly. Relationships and routines reflect the school's values, leading to a happy, safe and harmonious school culture and environment. The school's high-quality pastoral care provides highly effective support for pupils who need help to manage their emotions.

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

Pupils here have a secure sense of belonging. They enjoy being part of this welcoming and inclusive community. Staff build positive relationships with pupils. As a result, pupils feel valued and know that adults care about them. Pupils treat each other with kindness and respect. They appreciate the way that everyone is included.

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

Pupils enjoy learning and typically achieve well. They show positive attitudes in lessons and uphold the school's high expectations for behaviour. They understand what staff expect of them. As a result, classrooms are calm and learning is rarely disrupted. Bullying is not something pupils worry about. They know that adults will listen to them and help them if they have any worries. They trust staff to deal with any concerns quickly.

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

Staff quickly identify and help when pupils find learning more difficult. As a result, disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and pupils with other barriers to their learning, take part fully in school life. Pupils thrive because of the many opportunities that school life provides. They enjoy clubs, performances, trips and visits that bring their learning to life, for example the Year 6 residential, a visit to Butser Ancient farm and visiting the school chickens. They speak enthusiastically about these memorable experiences. Pupils proudly serve as house captains and school councillors. They make a positive contribution to the school community. These opportunities help pupils to become more confident, resilient and independent. As a result, pupils, including those pupils with SEND, are well prepared for life after Lingfield Primary School.

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Next steps

Leaders should continue to improve the attendance of disadvantaged pupils who persistently miss out on periods of their education. Leaders should maintain their rigorous focus on the performance of different groups of vulnerable pupils to ensure that these pupils continue to achieve as well as they can from their starting points.

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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, deputy headteacher, assistant headteachers, special educational needs and disabilities coordinator, designated safeguarding lead, teachers, support staff, governors, a representative from the local authority, pupils, parents and carers during the inspection.

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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, which supports pupils with additional and complex needs, including those who have an education, health and care plan.

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About this inspection

The school currently uses one unregistered alternative provision.

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About this inspection

The current headteacher was in post at the last inspection.

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Lead inspector:

Ulric Neblett-Leigh, His Majesty's Inspector

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Team inspectors:

Luisa Gould, Ofsted Inspector Stephen Jackson, Ofsted Inspector Michael Eggleton, 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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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) 64% 62% Close to average

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average

2022/23 (final) 54% 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) 78% 75% Close to average

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average

2022/23 (final) 71% 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) 74% 72% Close to average

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average

2023/24 (final) 77% 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

2024/25 (final) 76% 74% Close to average

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average

2023/24 (final) 79% 73% Close to average

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average

2022/23 (final) 68% 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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national average

2023/24 (final) 47% 46% Close to average

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national 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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average

2023/24 (final) 67% 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

2023/24 (final) 60% 58% Close to average

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average

2022/23 (final) 56% 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) 71% 61% Close to average

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average

2023/24 (final) 60% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

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

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national average

2023/24 (3 term) 16.8% 14.6% Close to average

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national average

2022/23 (3 term) 17.8% 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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Urgent improvement

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