Lightmoor Village Primary School

Lightmoor Village Primary School

Address: Lightmoor Way, Lightmoor Village, Telford, TF4 3EG Unique reference number (URN): 135244

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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 Strong standard

Pupils enjoy coming to school and attend regularly. Attendance is above the national average, and persistent absence has reduced significantly over time. This is now well below national averages. Leaders monitor attendance carefully, identify concerns quickly and take prompt action when support is needed. They work closely with families to understand barriers to attendance and provide timely, effective support. Close relationships with parents and carers help promote positive attendance and reinforce the importance of being in school every day. Leaders ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) receive the targeted support they need to attend often. Leaders work effectively with external agencies to secure the best possible outcomes.

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Attendance and behaviour Strong standard

Behaviour throughout the school is highly positive. Pupils are polite, respectful and welcoming, contributing to a calm and purposeful environment where learning flourishes. Staff establish clear expectations and support pupils well to manage their emotions and develop positive learning behaviours. As a result, pupils listen attentively, concentrate well and engage constructively in lessons.

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Attendance and behaviour Strong standard

When pupils require additional support, leaders respond swiftly and put appropriate strategies in place. They work closely with families to help pupils succeed both academically and personally.

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Attendance and behaviour Strong standard

Pupils feel safe, valued and confident. They understand the importance of kindness and respect. Bullying and discriminatory behaviour are rare and addressed effectively, ensuring a safe, inclusive and positive environment where pupils thrive.

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Inclusion Strong standard

Inclusion is at the heart of the school and underpins every aspect of its work. Leaders and staff know pupils and their families incredibly well and are determined that every child feels welcome, valued and successful. Positive relationships enable staff to identify needs quickly and provide effective support at the earliest opportunity.

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Inclusion Strong standard

Staff have high expectations for all pupils and ensure that everyone participates fully in school life. Pupils who need additional support receive carefully tailored provision that helps them succeed academically, socially and emotionally. As a result, they are happy, confident and make secure progress from their starting points. Pupils with special educational needs and/or disabilities are valued members of the school community who thrive alongside their peers.

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Inclusion Strong standard

Parents and carers value the support they receive. Staff work closely with families, maintaining open communication and productive partnerships that promote consistency between home and school. Leaders collaborate effectively with external agencies to secure bespoke support that meets pupils’ individual needs.

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Inclusion Strong standard

The school gives a high priority to pupils’ wellbeing. Pupils feel safe, respected and included. They enjoy coming to school because they experience a genuine sense of

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Expected standard

Leaders use additional funding effectively to widen access to learning, enrichment and broader opportunities. They evaluate the impact of their work carefully, ensuring continuous improvement. Their unwavering commitment to inclusion helps every pupil overcome barriers and achieve well.

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Personal development and wellbeing Strong standard

Pupils benefit from a well-planned and highly effective personal development programme that prepares them well for life beyond school. Leaders ensure that personal development is woven through school life and responds thoughtfully to pupils’ needs and experiences. When issues arise in school or the wider community, leaders adapt the curriculum quickly so that pupils receive relevant and timely support.

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Personal development and wellbeing Strong standard

Pupils take an active role in their local community through regular charity fundraising and community projects. These experiences help them understand the importance of helping others and contribute positively to their strong sense of pride in themselves and their school. Pupils develop a secure understanding of fundamental British values such as democracy, individual liberty and tolerance. They understand the importance of rules and relationships and demonstrate these values in their daily interactions. Behaviour throughout the school is excellent. Pupils treat one another with kindness and show little tolerance for unkindness or discrimination.

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Personal development and wellbeing Strong standard

The school places a strong emphasis on pupils’ social and emotional development. As a result, pupils grow in confidence, resilience and independence. Older pupils act as positive role models for younger children and contribute strongly to the welcoming culture of the school. Residential visits and outdoor education experiences further develop pupils’ teamwork, perseverance and character. Outdoor learning is a particular strength and is highly valued by pupils.

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Personal development and wellbeing Strong standard

Pupils learn how to stay safe online and understand the importance of physical and mental wellbeing. They benefit from a well-planned relationships, health and wellbeing curriculum, which helps them build positive and respectful friendships. A rich enrichment programme broadens pupils’ experiences and interests. Opportunities such as school productions, Rainbow Days, debating competitions, The Masked Singer events, sporting activities and musical performances enable pupils to develop new skills and talents. Leaders carefully monitor participation and ensure that all pupils, including those with special educational needs and disabilities, can access the full range of opportunities available. As a result, pupils develop into confident, respectful and well-rounded young people.

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Achievement Expected standard

Most pupils achieve well. Generally, they learn the knowledge and skills intended in the curriculum. The work they produce in a range of subjects is of an appropriate standard. Pupils are developing the confidence and skills they need across the curriculum. Leaders focus on developing pupils’ basic skills, including phonics, reading, spelling, handwriting and number facts. However, progress is not always maximised as gaps in spelling and handwriting are not always consistently closed as quickly as they could.

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Achievement Expected standard

Pupils' outcomes in national assessments are broadly in line with national averages. Attainment in phonics in Year 1 and in the multiplication tables check in Year 4 is typically close to average. Reading outcomes at the end of key stage 2 continue to be a strength of the school and are typically above national averages.

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Achievement Expected standard

Pupils develop suitable knowledge in wider subjects. Vulnerable pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, make suitable progress from their starting points. Most pupils are well prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have strengthened the wider curriculum. Every subject is now well sequenced and progressive. Key learning is mapped out and builds on what pupils already know.

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Curriculum and teaching Expected standard

Leaders place a clear emphasis on professional learning for staff to make sure that all have the knowledge they need for their work. Generally, staff teach the curriculum well. They use their subject knowledge and their understanding of how pupils learn to inform their teaching. Staff provide pupils with clear explanations and model for pupils how to use new learning effectively. Teachers make suitable adaptations to teaching to support pupils to access their learning successfully.

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Curriculum and teaching Expected standard

Staff focus on teaching pupils the basics of reading, writing and mathematics. A new writing curriculum has recently been implemented. A consistent approach is now in place and the impact of this work is typically evident in the quality of written outcomes.

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Curriculum and teaching Expected standard

Phonics is taught consistently as soon as children join the school. Staff provide appropriate additional support for any pupils at risk of falling behind.

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Curriculum and teaching Expected standard

Staff make a range of suitable checks on pupils’ learning across the curriculum. However, some gaps in knowledge are not consistently identified and addressed. This is particularly the case for handwriting and spelling.

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Early years Expected standard

Children receive a warm, nurturing and positive start to their education. Leaders have designed a well-sequenced early years curriculum that helps children develop knowledge and skills across all areas of learning. Staff understand children’s starting points and interests well and use this information to plan experiences that promote curiosity, confidence and enjoyment in learning.

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Early years Expected standard

Communication and language are central to the provision. Through stories, rhymes and imaginative play, children develop their vocabulary and learn to express themselves with increasing confidence. Staff encourage children to share ideas, talk about their learning and recognise their feelings. Interactions are supportive and typically purposeful, helping children build language and understanding. Leaders continue to strengthen practice so that all staff consistently maximise opportunities to extend children’s thinking and communication throughout the day.

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Early years Expected standard

Reading and early mathematics are prioritised from the outset. Children develop secure foundations that prepare them well for future learning. Across the curriculum, they acquire the essential knowledge and skills needed for the next stage of education.

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Early years Expected standard

The learning environment, both indoors and outdoors, is well resourced and promotes exploration, independence and creativity. Leaders identify additional needs quickly and provide effective support. Children feel safe, happy and valued, develop positive relationships and grow in confidence. As a result, they make secure progress and are generally well prepared for Year 1.

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Leadership and governance Expected standard

Leaders are committed to ensuring that every pupil succeeds. They lead with integrity and professionalism. Leaders have a secure understanding of the school and its community. They are ambitious for pupils and families and work hard to ensure that every child receives the support they need to thrive. Leaders have created a caring and welcoming culture where pupils feel valued and supported.

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Leadership and governance Expected standard

Relationships with parents and carers are a particular strength. Families speak highly of the approachable and supportive nature of leaders and staff. Communication is clear, and leaders work closely with families to help them overcome any challenges. Close partnerships with external agencies and community organisations ensure that families can access a range of additional support and guidance.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and areas for development. They evaluate the impact of their work carefully and take appropriate action to improve outcomes for pupils. This has resulted in improvements in national tests at the end of key stage 2 in recent years. Governors know the school well and provide a balance of support and appropriate challenge. They carry out their responsibilities well and ensure that statutory duties are met.

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Leadership and governance Expected standard

Professional development is central to the school's improvement work. Leaders provide regular coaching, guidance and training that help staff develop their skills and confidence. Staff value the support they receive and appreciate the opportunities available to develop professionally. Leaders are visible role models who set clear expectations and promote a positive culture of learning. They place an emphasis on staff wellbeing and workload. As a result, staff feel trusted, valued and well supported.

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

Pupils are proud to be part of this welcoming and vibrant school community. The school is highly inclusive and celebrates the diversity, cultures and experiences of its families. Pupils value and respect differences and learn the importance of kindness, fairness and inclusion. Warm, respectful and supportive relationships with staff help pupils feel safe, valued and important. Pupils know that adults care about them and will always provide support when needed. This creates a positive environment where pupils feel confident, happy and secure.

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

Pupils approach learning with enthusiasm and curiosity. From the early years onwards, they engage fully in a wide range of learning experiences. Activities such as ‘Dough Disco’ help children develop key skills while fostering a love of learning. As pupils move through the school, the curriculum builds their knowledge, develops their interests and broadens their experiences. Pupils typically achieve well and develop the skills and understanding needed for future success. By the time they leave Year 6, they are well prepared for the next stage of their education.

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

Pupils’ behaviour is highly positive. They are polite, considerate and respectful towards one another and to adults. Classrooms are calm and purposeful, enabling pupils to learn successfully. Around the school, pupils demonstrate kindness, responsibility and excellent manners. Older pupils act as role models for younger children and make a valuable contribution to the school's caring culture. Social times are happy and harmonious. Pupils enjoy celebrating each other’s achievements and look forward to weekly assemblies, where ‘Heart’ awards recognise kindness, effort and positive attitudes.

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

Pupils benefit from a rich range of opportunities beyond the classroom. Leaders ensure that every pupil can participate fully in school life. Community projects, charity work, sporting events, performances and leadership opportunities help pupils develop confidence, resilience and independence. Through these experiences, pupils learn the importance of helping others and making a positive contribution to society. They develop into respectful, responsible and caring young people who take pride in their school, their community and their achievements.

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Next steps

Leaders should ensure that the strategies to improve pupils' handwriting and spelling are taught and modelled consistently well across the school so that all pupils secure the knowledge and skills they need. Leaders should continue to ensure that checks on learning are highly effective and consistent in identifying and addressing errors, reducing mistakes being repeated over time. Leaders should ensure that staff consistently maximise learning opportunities for children through purposeful activities and high-quality interactions.

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About this inspection

The chair of the board of governors in this school is Melissa Jones.

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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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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Gill Turner, Ofsted Inspector Justine Lomas, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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What does this mean?

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

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School capacity

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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School capacity

Inspectors spoke with the headteacher, deputy headteacher, early years foundation stage lead, special educational needs coordinator, school business manager, middle leaders, designated safeguarding lead, school improvement partner, local authority, chair of local governing body, vice chair of the local governing body, 2 additional members of the local governing body, staff, parents, carers and pupils during the inspection.

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School capacity

The school currently uses no alternative provision.

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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 6 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 needs support 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) 63% 62% Close to average

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average

2023/24 (final) 61% 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

2024/25 (final) 80% 75% Close to average

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national 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) 73% 72% Close to average

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average

2023/24 (final) 67% 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) 77% 74% 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

2024/25 (final) 58% 47% 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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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) 69% 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) 67% 61% Close to average

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average

2023/24 (final) 69% 59% Close to average

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average

2022/23 (final) 63% 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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