St Laurence CofE Primary SchoolOfsted report card, 15 Sept 2026

St Laurence CofE Primary School

Address: Collingwood Road, Long Eaton, Nottingham, Nottinghamshire, NG10 1DR Unique reference number (URN): 141824

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 generally develop appropriate knowledge and skills across the curriculum and make suitable progress from their starting points. In English, pupils build their knowledge of grammar and punctuation and apply this in extended pieces of writing. In mathematics, they use previous learning when tackling new content. Across the wider curriculum, pupils remember important aspects of what they have been taught.

p.2

Achievement Expected standard

Pupils develop the important foundations they need in reading, writing and mathematics. Where gaps in learning are identified, targeted support helps pupils to catch up and make further progress. Published outcomes have recently improved, reflecting the impact of leaders’ work to strengthen provision and support pupils at risk of falling behind.

p.2

Achievement Expected standard

Disadvantaged pupils, pupils with special educational needs and/or disabilities, and those who face other barriers generally make suitable progress from their starting points. Pupils are generally well prepared for the next stage of their education.

p.2

Attendance and behaviour Expected standard

Leaders place a high priority on pupils’ attendance and take determined action to help pupils attend school regularly. They check attendance closely, identify concerns quickly and take time to understand the individual circumstances that may prevent pupils from attending. Leaders work closely with families and other professionals to put the right support in place. Leaders review this support regularly and change it when pupils’ circumstances change. Their sustained work has made a positive difference. Attendance has improved across the school, and fewer pupils are persistently absent.

p.2

Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. Positive relationships, clear expectations and established routines contribute to a calm and orderly environment in which pupils are able to learn. Leaders’ restorative approach to behaviour, alongside appropriate adaptations for individual pupils, has had a positive impact. Leaders evaluate records of behaviour incidents carefully to identify patterns and strengthen support, including increased supervision, structured opportunities for play and additional provision where needed. Incidents of bullying and other behaviour concerns are recorded, monitored and followed up appropriately. Staff receive relevant training and work with external professionals when additional expertise is needed to support pupils. Suspensions have reduced over time, reflecting the impact of targeted support and carefully planned reintegration for pupils who need it.

p.2

Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching across the school. The curriculum is broad and appropriately sequenced so that pupils build on what they have learned before. Leaders review and revise the curriculum to bring about improvement. Pupils’ achievement in English shows the positive impact of leaders' work. In a small number of subjects, the curriculum is new and teaching does not consistently ensure that pupils build their knowledge as well as across the rest of the curriculum. For example, some of the work provided for pupils, does not focus well enough on the important knowledge that the curriculum outlines pupils should learn.

p.2

Curriculum and teaching Expected standard

Reading is prioritised across the school. Staff teach the school’s phonics programme effectively and use their checks on pupils' understanding to identify those who need additional help. Targeted support helps these pupils to secure the essential reading knowledge and skills they need to access the wider curriculum.

p.3

Curriculum and teaching Expected standard

Teachers generally explain new learning clearly. They check and develop pupils' understanding using a range of approaches such as modelling, discussion and questioning. Teachers consider pupils’ different starting points and needs and provide additional support where needed. On occasion, adaptations to teaching are not as effective as they could be in helping pupils to access learning and build their knowledge. For example, some pupils with special educational needs and/or disabilities are not supported as consistently well when studying mathematics, including in relation to the precise adaptations employed to make learning accessible and engaging.

p.3

Early years Expected standard

Leaders have a clear vision for the early years and understand children’s starting points and needs. They have designed an ambitious curriculum that sets out the important knowledge that children need to learn. Communication and language, early reading and mathematics are given appropriate priority within this curriculum. Indoor and outdoor provision provides children with regular opportunities to practise and apply what they have learned. Leaders plan carefully for children’s transition into Year 1 so that they continue to achieve well as they move to the next stage of their education.

p.3

Early years Expected standard

Staff know children well and check their understanding to identify what they need to learn next. Children develop their language, vocabulary and understanding. Staff use high-quality interactions with children to model their thinking and encourage pupils to apply their learning in different contexts. Staff provide appropriate support for children who need additional help, including those who speak English as an additional language. Children generally engage positively with learning and develop increasing independence through established routines and purposeful play. Leaders have made improvements to the curriculum. Some of those improvements are in their early stages, and occasionally some children do not consistently develop as secure a knowledge of the foundations of knowledge as they could.

p.3

Early years Expected standard

Children are happy and secure in the setting. Warm relationships with staff support pupils' wellbeing and help them to learn to cooperate with others and manage routines successfully. Children generally make appropriate progress from their starting points and develop the knowledge and skills they need for Year 1.

p.3

Inclusion Expected standard

Leaders understand the barriers faced by disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and those known to children’s social care. They identify pupils’ needs promptly and typically review the impact of the support strategies that they have put in place. Generally, leaders use their analysis and work closely with families and specialist professionals so that support can change as pupils’ needs change.

p.3

Inclusion Expected standard

Leaders have high expectations of pupils with SEND. Staff receive relevant training and guidance, which helps improve their practice. Staff use a range of approaches that typically help pupils with SEND to overcome barriers to their learning, including visual prompts, practical resources and sensory support. This helps pupils to develop their communication, take part in lessons and become increasingly independent. On a small number of occasions, leaders do not ensure that barriers to pupils learning are addressed as swiftly as they could be. On these occasions, some pupils with SEND and some disadvantaged pupils do not develop their knowledge as well as they could.

p.4

Inclusion Expected standard

The school's inclusive offer generally helps pupils to participate successfully in school, including in wider opportunities. Staff know pupils and the strategies that they should use to support them well. Leaders use additional funding for disadvantaged pupils to provide targeted support that generally helps pupils to be successful.

p.4

Leadership and governance Expected standard

Leaders understand the school’s strengths and the areas that need further improvement. They have identified appropriate priorities and taken effective action to improve pupils’ experiences and outcomes. Where further improvement has been needed, leaders have analysed the reasons for this and introduced targeted strategies, which have made a positive difference. For example, leaders have introduced strategies to improve the consistency of highly effective teaching. The trust provides regular oversight, guidance and professional support, helping leaders review their work and refine priorities.

p.4

Leadership and governance Expected standard

Those responsible for governance know the school well and fulfil their responsibilities effectively. They have a secure understanding of the school’s priorities and provide appropriate support and challenge to leaders. Governors contribute appropriately to the school’s strategic direction and development.

p.4

Leadership and governance Expected standard

Leaders ensure that staff access professional development linked to the school’s priorities. Staff receive training and support that develops their subject knowledge and expertise. They are supported to apply this to their teaching and inclusion practices, to the benefit of pupils. Staff feel valued and speak positively about the support that they receive. Leaders take appropriate account of staff's wellbeing and workload.

p.4

Leadership and governance Expected standard

Leaders and governors maintain positive relationships with parents and carers as well as the wider community. They work constructively with the trust, other schools and external professionals to support pupils and continue to improve the school.

p.4

Personal development and wellbeing Expected standard

Leaders have established a well-designed personal development programme that reflects the needs of the school community. Relationships and health education helps pupils develop their understanding of healthy relationships, growing up and how to keep themselves safe. Pupils learn about risks that are relevant to their lives, including online communication and water safety. Leaders adapt the programme when needed so that pupils with special educational needs and/or disabilities can access appropriate learning.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a wide range of experiences beyond the classroom. Sport, music, educational visits, camping experiences, clubs, charity work and leadership opportunities help pupils develop their interests, confidence and character. Leaders check pupils' participation and make appropriate adaptations so that all pupils can take part in the wider life of the school. They identify and remove any barriers to participation faced by disadvantaged pupils.

p.5

Personal development and wellbeing Expected standard

Leaders ensure that pupils are prepared well for life in modern Britain. Pupils learn about important concepts and their relevance to life in modern Britain. For instance, pupils gain an understanding of democracy and how this connects with fairness and active citizenship. Pupils develop their spiritual understanding. Lessons, collective worship and visits to places of worship help pupils understand and respect difference. Leaders respond appropriately to issues that arise and use these opportunities to reinforce pupils’ understanding of respectful relationships and behaviour.

p.5

Personal development and wellbeing Expected standard

Pastoral support is matched appropriately to pupils’ needs. Staff ensure that pupils know how to access help when they need it and manage their emotions. They use strategies such as daily wellbeing checks, personalised support and work with families and other professionals to ensure that pupils feel comfortable and well supported. Pupils value the support available to them and trust the staff in the school to look after them.

p.5

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

Pupils describe their school as a welcoming, kind and rewarding place. They feel safe and know that adults will listen to them if they have any worries. Pupils enjoy attending school. They understand the difference between bullying and friendship difficulties and know that staff will help them resolve concerns. Positive relationships and clear routines contribute to a calm environment in which pupils can learn.

p.5

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

Pupils enjoy their learning and speak particularly positively about reading. They value regular opportunities to read, including class novels, dedicated reading activities and time in the school library. Pupils generally develop the knowledge and skills they need across the curriculum and make suitable progress from their starting points. Those who face barriers to learning or wellbeing receive additional support to help them participate successfully in school life. Children in the early years settle well, develop independence and learn to cooperate with others.

p.5

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

Pupils understand the importance of respecting others. They can share their knowledge about major world faiths, fundamental British values and the differences in people's characteristics and backgrounds in a polite and considerate manner. Pupils also know how to keep themselves safe, including when online. They appreciate the support available for their physical and emotional wellbeing and know which adults they can turn to when they need help. Pupils value the wider opportunities available to them. They take part in clubs, competitions, trips and residential experiences and enjoy taking on leadership responsibilities. These experiences help pupils develop their interests, confidence and sense of responsibility. Pupils describe school as a place where they can learn new things, share their ideas and feel that they belong.

p.5

Next steps

Leaders should ensure that teaching is consistently high quality across subjects and year groups, so that pupils build detailed knowledge and skills over time. Leaders should continue to ensure that any barriers to learning faced by disadvantaged pupils, pupils with special educational needs and/or disabilities and those facing other barriers are swiftly addressed, so they routinely achieve very well from their starting points. Leaders should sustain recent improvements in attendance and behaviour, ensuring that pupils who face barriers consistently benefit from effective, responsive support.

p.6

About this inspection

This school is part of Derby Diocesan Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dr Sarah Clark, and overseen by a board of trustees, chaired by Dr Sarah Louise Hardman Charles.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors held meetings with the headteacher, the deputy headteacher, the special educational needs coordinator (SENCo), early years leader, governors and members of the trust board, including the chief executive officer and deputy chief executive officer. They also spoke to a range of teaching and non-teaching staff and a wide range of pupils.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not currently use any form of alternative provision.

p.6

Team inspectors:

Emma Hollis-Brown, Ofsted Inspector George Huthart, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

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.

p.9

average

2024/25 (final) 60% 62% Close to average

p.9

average

2022/23 (final) 53% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

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

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2022/23 (final) 75% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 68% 73% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (final) 46% 47% Close to average

p.10

national average

2022/23 (final) 42% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2024/25 (final) 62% 63% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (final) 69% 59% Close to average

p.11

average

2022/23 (final) 68% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2022/23 (final) 47% 59% Close to average

p.12

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.

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

gap

‘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.

p.14

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.

p.14

Persistent absence

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

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.15

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.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

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.

p.15

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 .

p.15

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 .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15