Schools & FE · Report card

Lambourne Primary School

Inspected 14 Jul 2026 · published 22 Sept 2026 · URN 145604

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Summary

No overall grade in this frameworkSafeguarding met

Nikki Willis (lead), Katie Devenport, Lynda Walker

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
14 Jul 2026
Inspectors verified
Katie Devenport, Lynda Walker, Nikki Willis
Postcode verified
RM4 1AU
Name on report verified
Lambourne Primary School
Safeguarding verified
Met
URN verified
145604

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

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

Tone of the report

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

+81Very positivemore positive than 68% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyhigh expectationsenjoyfeel safeeffectivehighly effectiverespectful

Criticismconcernstoo lowgapserrorspersistent absencenot secure

How the report reads, start to finish

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

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1608w+88
Leadership251w+76
Safeguarding51w−11
What needs to improve86w−50

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

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

Leadership & governance34
“Leadership opportunities such as these mean that pupils are proud, confident and have a voice in the school community.” p.5
Teaching & assessment16
“They have high expectations for the standards of teaching.” p.2
Curriculum13
“Staff are supported by well-planned professional learning, which supports teachers to develop further their skills and expertise.” p.2
Reading & phonics11
“Staff have the expertise needed to teach reading and phonics effectively.” p.2
SEND & inclusion8
“This is particularly effective for pupils with special educational needs and/or disabilities.” p.3
Progress & outcomes8
“Pupils' achievement in writing has improved year on year.” p.2
Behaviour7
“Staff are positive role models and have high expectations of behaviour.” p.2
Attendance7
“They act swiftly where pupils’ attendance is too low.” p.2

Anatomy of the report

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

Pages: 16
Words of findings: 1,993; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 36%

Full report text

Lambourne Primary School

Address: Hoe Lane, Abridge, Romford, Essex, RM4 1AU Unique reference number (URN): 145604

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Overall, pupils achieve well in national tests and assessments. Year 6 pupils' outcomes in reading, writing and mathematics are broadly in line with national averages over the past 2 years. Pupils' achievement in writing has improved year on year. Pupils achieve well from their various starting points across the wider curriculum. Pupils with special educational needs and/or disabilities and disadvantaged pupils make steady progress and achieve well across subjects.

p.2

Achievement Expected standard

Children get off to a positive start in the early years and continue to build their knowledge and skills as they move through the school. Pupils gain the basic reading and mathematical knowledge that they need to access the wider curriculum. Pupils are generally secure in using and applying their phonics knowledge. Most become fluent readers. Younger pupils achieve well in securing basic skills and knowledge, particularly in writing. This is as a result of improvements that have been made to how writing is taught. However, some pupils, especially older pupils, have gaps in their handwriting and spelling knowledge.

p.2

Attendance and behaviour Expected standard

Leaders have raised expectations for attendance. Most pupils attend regularly. This is because leaders communicate regularly with families and pupils to promote the importance of attendance and reduce barriers to regular attendance. This work has had a positive impact overall and for individuals. Leaders analyse and use attendance information well. They act swiftly where pupils’ attendance is too low. This has reduced the number of pupils who miss too much school. However, leaders recognise that some pupils, particularly disadvantaged pupils and some pupils with special educational needs and/or disabilities, are still absent too frequently.

p.2

Attendance and behaviour Expected standard

Pupils’ behaviour reflects the school’s values. Staff and pupils care about each other and help each other to belong. Respectful relationships mean the school is a calm and purposeful learning environment. Staff are positive role models and have high expectations of behaviour. They apply these expectations consistently and pupils rise to them. Pupils are polite, welcoming and happy. Classrooms are calm and pupils settle quickly into their learning. Staff know pupils well, so they are able to notice when pupils might need adaptations to help them learn and play in a positive way. On the very rare occasions it occurs, staff deal with bullying quickly and effectively.

p.2

Curriculum and teaching Expected standard

Leaders have constructed a coherent and balanced curriculum. They have set out clearly what pupils should know and by when. Teachers sequence learning so that pupils build on prior knowledge. Leaders ensure that the curriculum helps pupils secure the knowledge needed in reading, writing and mathematics. Staff have the expertise needed to teach reading and phonics effectively. Staff identify any pupils who need extra help to catch up are quickly supported to do so. Leaders have an accurate understanding of the quality of teaching in the school. They have high expectations for the standards of teaching. Generally, teaching matches these. Staff are supported by well-planned professional learning, which supports teachers to develop further their skills and expertise. Recent whole-school training on improving the teaching of writing has had a positive impact. Teachers now teach this in a clearer way with more

p.2

Curriculum and teaching Expected standard

precise modelling, which helps pupils to acquire the basic knowledge they need.

p.3

Curriculum and teaching Expected standard

Staff explain new information clearly. They generally use questioning effectively to check pupils' understanding and adapt learning where needed. This ensures that pupils, particularly those with specific barriers to their learning, are supported well to access the curriculum. However, at times, teachers do not identify and address pupils’ misconceptions.

p.3

Early years Expected standard

Children settle quickly into the calm, consistent routines of the early years provision. Relationships with staff are warm and caring. Effective systems help staff to get to know children and their families well. Leaders ensure that transition starts as early as possible. This helps leaders to spot when children may have barriers to their learning and/or wellbeing. A particular focus on early support for speech and language development helps children to build their communication skills and their confidence.

p.3

Early years Expected standard

Leaders have ensured that the curriculum outlines the key learning children need for Year 1. The curriculum identifies the building blocks of learning in reading, writing and mathematics. Reading is a priority. Children begin learning phonics quickly. Children enjoy storytelling and books. They develop fluency in reading well. Staff provide activities that help children to make progress in their learning and personal, social and emotional development. Typically, children are well prepared for Year 1.

p.3

Early years Expected standard

Through the curriculum, staff help children to learn together. Where needed, adaptions are made so all children can access the learning environment successfully alongside their peers. Most interactions between staff and children are of a high quality. Children develop positive attitudes to learning, which give them the right foundations for school life.

p.3

Inclusion Expected standard

Leaders have established an inclusive culture. Staff know pupils’ individual needs well. Leaders ensure that pupils’ individual needs are identified quickly and accurately.

p.3

Inclusion Expected standard

Leaders make well informed decisions about support for pupils. Where needed, bespoke packages are developed that meet individual pupils' needs well. Leaders seek advice, when needed, and work closely with external partners to make sure pupils get the right help when they need it. This is particularly effective for pupils with special educational needs and/or disabilities. Staff receive effective training to help them assess and identify pupils' needs and provide the right support. Leaders ensure that suitable adaptions are made to enable pupils to access learning and school life successfully. Leaders ensure that pupils receive high- quality teaching in the classroom. If pupils need extra support, this is quickly put in place. Staff strike the right balance between guiding pupils, while ensuring pupils develop their independence. Positive work with families allows staff to share concerns quickly. This close working

p.3

Inclusion Expected standard

relationship ensures pupils' interests remain at the heart of the school's work.

p.4

Inclusion Expected standard

Leaders use additional funding effectively to help remove barriers to disadvantaged pupils' learning and/or wellbeing. As a result, disadvantaged pupils make steady progress academically and with their personal development.

p.4

Leadership and governance Expected standard

Leaders are ambitious for all pupils at the school. They ensure that they take the right actions at the right time to improve pupils' experiences. Leaders make decisions and changes with pupils’ best interests at heart. For example, the school's work to improve pupils' attendance is making a real difference.

p.4

Leadership and governance Expected standard

As a result of leaders' approachable nature, families are well supported, particularly those of disadvantaged pupils and pupils with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

Leaders regularly review and evaluate the effectiveness of the education that pupils receive. Using this knowledge, they adapt and provide training to further improve the quality of teaching. They identify the right priorities and take the right action to improve the quality of teaching, for example, to improve how well writing is taught.

p.4

Leadership and governance Expected standard

Trustees and the local governing committee have an appropriate range of knowledge and expertise. This ensures that they fulfil their roles effectively and that they meet their statutory duties. Those responsible for governance support and challenge leaders in equal measure. This means that they have an accurate understanding of the school’s strengths and areas for development.

p.4

Leadership and governance Expected standard

Staff are highly appreciative of how leaders consider wellbeing and workload. They feel valued and part of the vision of the school. Staff value the opportunities provided to develop their knowledge and expertise. These also focus on what will make the school a better place for its pupils. Parents and carers value the support provided for their children. They are very positive about the school and its leadership.

p.4

Personal development and wellbeing Expected standard

Leaders have constructed a personal development programme that broadens pupils’ experiences and helps to prepare them for life beyond primary school. Leaders are committed to ensuring that pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, can take full advantage of these opportunities by removing barriers to participation.

p.4

Personal development and wellbeing Expected standard

Pupils learn about how their brain works and their inner feelings. They learn strategies such as gratefulness and how to have a healthy lifestyle. As a result, pupils develop an understanding of how to stay mentally healthy. Pupils know how to keep themselves safe, including when online. They also learn about healthy relationships. All of this prepares them well for the future. Pupils benefit from a wide range of experiences that extend beyond the classroom. Educational visits, residential experiences, sporting opportunities and community events help pupils develop resilience, confidence and deepen their understanding of the world around them. Leaders ensure that experiences are skilfully designed and adapted to bring the curriculum to life, for example building an air raid shelter or handling artefacts at a museum.

p.4

Personal development and wellbeing Expected standard

Pupils gain a secure understanding of fundamental British values through the leadership roles they encounter. For example, they learn about democracy through their school council. Leadership opportunities such as these mean that pupils are proud, confident and have a voice in the school community. They learn about different religions, healthy relationships and how people can be different to themselves. However, pupils' understanding of these topics is not as secure as for other aspects of the personal development programme.

p.5

Personal development and wellbeing Expected standard

Highly effective pastoral support helps pupils feel safe and ready to learn. Supportive relationships, caring staff and targeted support, such as therapy activities, help pupils to manage their emotions and talk about their feelings. Pupils benefit from sensitive and tailored support during significant life events, including family illness.

p.5