Lamerton CofE Primary Academy

Strengths

• Pupils are happy, safe and feel well supported in a school with a strong family feel.
• Attendance is high for all groups, including disadvantaged pupils, and persistent absence is well below national averages.
• Pupils generally behave well, incidents of bullying are rare, and staff respond quickly when issues arise.
• Personal development and wellbeing are a clear strength, with pupils developing respect, resilience and an age-appropriate understanding of British values.
• The school provides a broad range of enrichment, clubs, trips and residential experiences that broaden pupils' horizons.
• The teaching of phonics and mathematics is a strength.
• Published outcomes have been above national averages, including for disadvantaged pupils.
• Parents are overwhelmingly supportive and value the school's caring, community-focused ethos.
• Staff feel well supported by school and trust leaders, who consider workload and wellbeing.
• Safeguarding standards are met, with an open culture and effective management of concerns.

Areas for Improvement

• Current pupils' classwork does not reflect the school's ambitious intent.
• The teaching of handwriting lacks rigour, leading to weaker written work across the curriculum.
• Pupils struggle to recall prior learning and do not build knowledge securely over time.
• Pupils with gaps in foundational knowledge do not catch up quickly.
• Support for pupils with SEND is not precise enough or well matched to their needs.
• Curriculum planning in subjects beyond phonics and mathematics lacks precision.
• Pupils of different capabilities often complete the same work, so tasks lack challenge for some.
• Assessment is not consistently effective; misconceptions are missed and teaching is not adapted well.
• Leaders' monitoring of SEND support plans is not rigorous enough.
• SEND targets are not always precise and do not identify underlying issues.
• Some leaders and governors have an overly positive view of the school's strengths and weaknesses.
• Trust support for staffing changes has not been wholly effective.
• Weaknesses in curriculum design and assessment are significant and ongoing.
• Too many pupils do not develop the foundational knowledge needed for the next stage of education.
• Leaders' improvement actions have not secured consistent improvement across the curriculum.

• Primary Schools
• Secondary Schools