Lyncrest Primary School

Lyncrest Primary School

Address: Lyncrest Avenue, Northampton, Northamptonshire, NN5 5PE Unique reference number (URN): 121922

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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 designed an ambitious early years curriculum. They have identified what children need to know and when. Children build secure foundations in communication and language, reading, writing and mathematics. This means all children are extremely well prepared for Year 1, including those whose starting points are low. Leaders review children's learning often. They change teaching in the moment to ensure children get more practice and extra help when needed. Staff know every child well. They spot gaps early and adapt learning quickly. As a result, children make rapid progress from their starting points.

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Early years Strong standard

Children know their reading books well and recall them with excitement during play. Staff use a range of strategies to revisit earlier learning. Children respond with imagination and enthusiasm. Staff make the most of every opportunity to develop children's vocabulary by engaging them in high-quality interactions throughout the day. Children cooperate well with adults and with each other. They share, take turns and demonstrate remarkable independence in their learning. They explain why it is important to be kind to others. Children form close bonds with staff. They are well cared for in both Nursery and Reception. Children learn effective self-care and become increasingly self-sufficient.

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Achievement Expected standard

Pupils generally achieve in line with national expectations. They perform well in reading and mathematics by the end of Year 6. In recent years, pupils have achieved less well in writing. Leaders have made changes to the curriculum and to the teaching of writing, which are leading to improvements. Typically, pupils' results in phonics are positive.

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Achievement Expected standard

Leaders identify gaps in pupils' knowledge quickly and ensure these are addressed. This helps those pupils who join the school with lower starting points or pupils who have had a disrupted experience of education. Pupils with special educational needs and/or disabilities, those who speak English as an additional language and other pupils facing barriers to learning make secure progress from their starting points. Recent work to secure the precise foundational knowledge that pupils need is having a positive impact. Pupils leave the early years and key stage 1 well prepared for the next stage of learning. Leaders' actions ensure that older pupils are increasingly well prepared for secondary school.

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Attendance and behaviour Expected standard

Leaders have established a school culture where attendance matters. They monitor attendance closely and swiftly intervene with pupils if their attendance begins to decline. Staff work with families to understand and remove barriers to regular attendance. They combine support with appropriate challenge when needed. This 'whole-family approach' is having a positive impact on pupils who have previously attended poorly. The school's improving attendance also reflects pupils' increasing sense of belonging. This is particularly the case for pupils with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Leaders have developed a clear approach to behaviour that is understood by pupils and staff. Leaders analyse behaviour information carefully. They identify patterns and intervene early when concerns emerge. This has reduced the number of behaviour incidents over time. Staff apply routines consistently well. Pupils understand how the school's values help them to make positive choices. They are polite and respectful. Pupils cooperate well with each other. At playtimes, they enjoy playing games with staff and use equipment sensibly. Their behaviour contributes to the welcoming community that they value. Pupils say they learn without interruption. Younger pupils approach their learning with curiosity and excitement. The motivation of a small number of older pupils is more variable. Leaders are taking appropriate action to strengthen pupils' engagement and independence across the school.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that includes high-quality texts and experiences for pupils. For example, pupils read a range of demanding and inclusive texts in English. They learn about significant events in local history. These experiences develop pupils' knowledge, vocabulary and curiosity. In each subject, teachers identify the key knowledge and vocabulary that pupils need to learn. They revisit this knowledge regularly. For example, pupils who speak English as an additional language have regular opportunities to practise relevant spelling and grammar.

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Curriculum and teaching Expected standard

Leaders have prioritised developing secure foundations in communication and language, reading, writing and mathematics. This is particularly evident in the early years and key stage 1. The curriculum is inclusive. Staff identify barriers to learning early. They adapt teaching so that pupils with special educational needs and/or disabilities learn alongside their peers. Typically, these adaptations are effective and help all pupils to learn the ambitious curriculum.

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Curriculum and teaching Expected standard

Staff receive suitable professional development. This has helped to improve the consistency of teaching, especially in writing. However, pupils do not routinely apply the school's expectations of spelling, grammar and handwriting across the curriculum. Leaders are taking appropriate action so that pupils consistently produce work of the highest quality.

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Inclusion Expected standard

Leaders identify pupils' needs quickly. They understand the barriers that different pupils face. This includes pupils who are disadvantaged, those with special educational needs and/or disabilities (SEND) as well as those facing other barriers, such as speaking English as an additional language. Leaders reduce these barriers well. They make suitable adaptations so that pupils can learn alongside their peers. Leaders have provided recent training to ensure that additional adults in the classroom provide the support that some pupils need to be secure in their learning.

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Inclusion Expected standard

Leaders work closely with parents, carers and external agencies. They seek advice promptly and act on it. Parents, especially those of pupils with SEND, appreciate this support. Typically, they describe staff and leaders as going 'above and beyond' to help their children. Pupils with SEND attend regularly and take a full part in school life.

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Inclusion Expected standard

Leaders check pupils' progress carefully. They know how well different groups of pupils are achieving. Leaders use this information to adapt support when needed. They use additional funding well to reduce barriers to learning, focusing on the needs of individual pupils. This approach helps pupils to feel included and to be successful.

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Leadership and governance Expected standard

Leaders know their school. They use a range of strategies to identify what is working and what needs to improve. They focus on the right priorities. Recent work has strengthened writing, adaptive teaching and attendance. Leaders check the impact of these changes and adapt their plans when needed. This measured approach has improved the consistency of teaching and pupils' learning.

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Leadership and governance Expected standard

Governors also know the school well. This is because they receive accurate information about pupils' achievement, attendance, behaviour and safeguarding. They ask relevant questions and hold leaders to account for the quality of education and their use of resources. They meet their statutory duties effectively.

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Leadership and governance Expected standard

Leaders invest in the development of staff expertise. Professional learning is linked closely to the school's priorities and teachers' needs. Staff value this training and use it to improve their practice. Recent work on adaptive teaching, early language, phonics and writing is having a positive impact in classrooms. Leaders avoid unnecessary initiatives. They refine existing practice instead. This helps staff to manage their workload and allows them to focus on improving teaching.

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Leadership and governance Expected standard

Leaders work closely with parents and external agencies. Parents value the school's open communication and the help they receive. Many describe this support as making a significant difference for their children. Leaders also work well with other professionals to secure timely help for pupils and families. These partnerships help pupils to attend well, to achieve and to thrive.

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Personal development and wellbeing Expected standard

Parents speak highly of the pastoral support that the school provides. Leaders and staff know pupils and their families well. Leaders keep a close eye on pupils they identify as vulnerable. They make sure that these pupils feel fully involved in all aspects of school life. This approach enables pupils to flourish in a warm and caring community.

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Personal development and wellbeing Expected standard

The personal development programme reflects the needs of the school's community. Leaders review its impact regularly and adapt it when needed. Pupils develop a secure understanding of healthy relationships. They know what it means to be a good friend and how to recognise these qualities in others. The school's work is helping pupils to build their understanding of how to stay safe online. Pupils understand the risks associated with social media, image sharing and artificial intelligence. Older pupils value the opportunities they have to discuss their changing bodies. They understand how this learning helps them to stay healthy and safe. Pupils have lots of opportunities to develop their talents and interests beyond the classroom. There are numerous clubs which reflect the school's sporting culture. However, there is plenty on offer for pupils who enjoy music, games and other activities. Pupils value these

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Personal development and wellbeing Expected standard

experiences and participation rates are high. Visits to museums, educational visits and musical experiences are popular with pupils. These opportunities help pupils to appreciate the world beyond their local community.

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Personal development and wellbeing Expected standard

Leaders have embedded the school's values successfully. Pupils value the diversity of their school community. They understand the importance of treating everyone fairly and respectfully. They enjoy learning alongside pupils from different backgrounds. They are interested in finding out about each other's beliefs and experiences. However, some pupils struggle to explain their learning, for example of different religions.

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

The school has a positive and welcoming environment. Many pupils join the school at different points in their education. Leaders and staff ensure that they settle quickly into the school community. Pupils enjoy coming to school. They feel that they belong and benefit from warm, positive relationships with staff and each other. The school's pastoral care is a notable strength. Pupils feel safe. They know who they can talk to if they are worried. They are confident that staff would deal with any bullying quickly and effectively.

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

Pupils benefit from a broad, ambitious curriculum that is well taught. All pupils, including those with special educational needs and/or disabilities, secure the basics of learning before moving on. As a result, pupils are increasingly well prepared for the next stage of their education. Typically, pupils complete their work to a fair standard. However, pupils' work does not consistently reflect their very best efforts.

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

From the youngest classes upwards, pupils show kindness and respect towards one another and to staff. They behave well in lessons and around the school. Pupils who face barriers to attendance or behaviour are well supported. Leaders work closely with families and adapt provision so that these pupils are increasingly successful in school.

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

Pupils benefit from a range of experiences beyond the classroom. They enjoy the various clubs they can attend, such as the headteacher's running club. They understand how to keep themselves safe, including online. Pupils are confident that discrimination of any kind would never be tolerated at school. They know how understanding the fundamental British values helps them to respect others. Pupils recognise the importance of fairness and democracy. Their recent learning in religious education is helping them to appreciate and reflect on different beliefs.

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Next steps

Leaders should ensure that teaching is consistently well implemented across the school, particularly in writing, so that all pupils can apply their knowledge accurately and achieve

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Team inspectors:

Justine Roberts, Ofsted Inspector Debonair Brown, 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 7 July 2026

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well. Leaders should further develop the personal development curriculum so that pupils become increasingly confident in explaining their learning and contributing positively to the school and its wider community.

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About this inspection

The co-chairs of the board of governors in this school are Louise Deakin and Sarah Beth.

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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 and assistant headteacher. They also held discussions with governors, other school leaders, staff and pupils.

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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 currently uses no alternative provision.

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About this inspection

Headteacher : Jemma Gillespie Close to average

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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 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

2023/24 (final) 62% 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) 76% 75% Close to average

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average

2023/24 (final) 72% 74% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

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

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Persistent absence

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

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national average

2024/25 (3 term) 12.8% 13.0% Close to average

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national average

2023/24 (3 term) 14.7% 14.6% Close to average

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national average

2022/23 (3 term) 16.2% 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

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

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