Schools & FE · Report card

Lyndhurst Primary School

Inspected 21 Jul 2026 · published 28 Sept 2026 · URN 150085

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Summary

No overall grade in this frameworkSafeguarding met

Neil Johnson (lead), Ruth Baldwin, Stuart Perkins

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
21 Jul 2026
Inspectors verified
Neil Johnson, Ruth Baldwin, Stuart Perkins
Postcode verified
SK16 4JS
Name on report verified
Lyndhurst Primary School
Safeguarding verified
Met
URN verified
150085

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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.

+69Positivemore positive than 42% of reports of this type

In line with other reports of this type.

Praisepositiveeffectiveeffectivelysafeproudconsistentlysecurerespectful

Criticismerrorsconcernsdisruptionfall behindpersistently absentstruggletoo manynot consistently

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

Findings1664w+67
Leadership261w+81
Safeguarding51w−11
What needs to improve49w+60

Strengths

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Concerns

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That said, some pupils make too many spelling errors. p.5

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.

Anatomy of the report

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

Pages: 16
Words of findings: 2,022; about usual (typical 1698)
Reading level: Fairly hard; Flesch 53, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 33%

Full report text

Lyndhurst Primary School

Address: Lyndhurst Community Primary School, Lyndhurst Community Primary School, Hill Street, Dukinfield, Cheshire, SK16 4JS Unique reference number (URN): 150085

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

Pupils, including those who are disadvantaged, attain results in line with national averages in reading, writing and mathematics at the end of key stage 2. Many pupils who attend the school face barriers to their learning. From their starting points, pupils achieve well. In subjects beyond English and mathematics, pupils generally progress securely through the curriculum. This is reflected in the quality of the work that they produce. By the end of key stage 2, this means that they have the knowledge that they need to progress on to secondary school.

p.2

Achievement Expected standard

Thanks to effective phonics teaching, younger pupils learn to read quickly. Pupils who need extra help with reading are ably supported by staff. By the end of key stage 1, pupils typically have the knowledge and skills that they need to transition smoothly to Year 3. Pupils pay particular attention to their handwriting. They have the necessary skills to form letters accurately. That said, some pupils are not supported well enough to secure their spelling. This leads to spelling errors that detract from the overall quality of their written work.

p.2

Attendance and behaviour Expected standard

Leaders have an accurate and informed view of attendance patterns. They follow up on absence rigorously. Leaders act promptly if pupils’ attendance to school begins to wane. They work closely with parents and carers to remove any barriers to regular attendance. Alongside the use of rewards, leaders ensure that staff have positive relationships with pupils. This helps pupils to feel that they belong. This contributes to pupils, including those who have special educational needs and/or disabilities, attending school regularly. Leaders continue to reduce the number of pupils who are persistently absent from school. As such, more pupils benefit from what school has to offer.

p.2

Attendance and behaviour Expected standard

Throughout the school day, pupils generally behave in a respectful and safe manner. They understand what is expected of them and are proud to uphold the values of the school. ‘Chat passes’ or a visit to ‘The Lounge’ provide effective support to those pupils who need additional opportunities to manage their feelings. Pupils appreciate these moments to regain their focus on learning. On the whole, pupils display positive attitudes to learning. Low-level disruption seldomly interrupts teaching. Pupils can focus in lessons. Bullying is not tolerated. Any rare incidents of unpleasant behaviour are dealt with swiftly and proportionately.

p.2

Curriculum and teaching Expected standard

Leaders’ monitoring and evaluation work means that they know where the curriculum is being taught well and where further work is needed. Since the previous inspection, leaders have refined what they want pupils to know and be able to do across the curriculum. For the most part, the curriculum defines what pupils need to know in the early years and builds logically to Year 6. Leaders’ focus on handwriting shows positive impact. Pupils form letters with accuracy and pride. Leaders ensure that staff teach phonics, reading and mathematics well. However, spelling is not taught consistently well. This hampers the quality of pupils’ written work.

p.2

Curriculum and teaching Expected standard

Staff have secure subject knowledge. They generally provide pupils with effective opportunities to recall and connect current and prior learning. This helps pupils to remember important parts of the curriculum. However, there is some minor variability in the checks on what pupils know and can do. This leads some teachers to set work that does not match pupils’ starting points. Consequently, there are isolated occasions when pupils, including pupils with special educational needs and/or disabilities (SEND), struggle to complete the work that has been set. That said, overall, teachers use effective approaches to adapt the curriculum. As a result, pupils with SEND typically access the same curriculum as their peers.

p.3

Early years Expected standard

Leaders have reviewed and improved the quality of provision in the early years area of school. They know that children’s experiences here are crucial to secure a positive start to education. For example, leaders have enhanced the facilities of the outdoor environment. Children develop important core strength as they climb, dig or ride tricycles. They go on to learn how to thread, use scissors and build with LEGO. This boosts dexterity and coordination.

p.3

Early years Expected standard

Leaders ensure that children develop a love of stories and words. Books are generally matched appropriately to children’s reading levels. Leaders have designed a curriculum that develops vocabulary that they want children to be able to use. Phonics is taught consistently. Consequently, children read well. Moreover, teachers instil a sense of joy in the natural world. For instance, children have observed ducklings hatch from their shells. They know that ducklings emerge from the shell by cracking it and that they are born with webbed feet to help them swim. From their starting points, children make positive progress. Those who face barriers to their learning are generally supported effectively.

p.3

Early years Expected standard

Leaders ensure that children in the early years are safe and happy. Staff know about allergies and how to administer first aid, if required. Children are taught and cared for by staff who know them well.

p.3

Inclusion Expected standard

Leaders are determined to overcome any barriers to learning or wellbeing that pupils face. They have established effective systems that identify, assess and respond to any emerging needs. For example, timely meetings draw together key pieces of information to determine appropriate supportive actions. If leaders find that their work is not realising the success that they desire, they act promptly to modify this to ensure that barriers are reduced effectively.

p.3

Inclusion Expected standard

Staff receive appropriate training to meet pupils’ different needs. For instance, some pupils benefit from LEGO therapy. For others, they access their learning with a writing slope or sustain concentration through the use of ear defenders. On the whole, these adaptations ensure pupils can approach their learning with confidence. That said, on occasion, some teachers do not consider carefully enough what pupils know. Subsequently, they set work that is too challenging. When this happens, pupils fall behind in their learning.

p.3

Inclusion Expected standard

Leaders make appropriate use of the additional funding that they receive from the pupil premium grant. They provide targeted support in English and mathematics. This helps disadvantaged pupils to achieve well. Leaders have positive relationships with external partners, such as healthcare professionals and the local authority’s virtual school. These partnerships ensure that pupils, including those known to social care, are supported to reach their potential.

p.4