Lindal and Marton Primary School

Overview

The report describes a school where pupils arrive "happy and eager to learn" and feel safe due to "warm and respectful" relationships with staff. However, the inspection identifies that some pupils do not achieve as well as they could, with results in national tests, particularly in mathematics, falling below the national average. Leaders are working to address weaknesses in teaching and behaviour, but these improvements are currently at an "early stage" and have not yet resulted in the necessary positive changes for all pupils.

Strengths

• The early years curriculum is "ambitious," with staff placing "communication and language at the heart of children's experience" to develop detailed vocabulary.
• Pupils with special educational needs and/or disabilities have their needs identified "without delay" and access the same curriculum as their peers.
• Staff apply a "consistent approach between school and home," which parents and carers appreciate.
• Pupils develop confidence and responsibility through leadership roles and a "coherent personal, social, health and economic education programme."
• Most pupils attend school regularly, and leaders work closely with families to reduce barriers to attendance.

Areas to improve

• Leaders must ensure teachers consistently help pupils "connect new knowledge to what they have learned before" to develop detailed knowledge and address gaps in subjects like mathematics.
• Staff need to apply the behaviour policy "consistently well" to reduce incidents of weaker behaviour, particularly during breaktimes and lunchtimes.
• Leaders and governors should routinely check the impact of their improvement actions to ensure weaknesses in provision are resolved.

Safeguarding

The safeguarding standards are met, with leaders establishing an "open culture in which safeguarding is everyone's responsibility" and concerns are actively identified and managed.