Lubavitch Girls Primary School

Overview

Pupils “delight in coming to school” and are “keen to learn” in an environment where leaders have “increased the ambition of the curriculum.” The report highlights that teachers possess “secure knowledge” of their subjects and support pupils with special educational needs effectively, fostering a culture where children are “curious learners.”

Strengths

• The curriculum is “broken down and sequenced logically,” helping pupils to “securely remember” concepts over time.
• Staff use the phonics scheme “effectively,” ensuring pupils become “confident and fluent readers” through accurate modelling and well-matched books.
• Pupils demonstrate “good behaviour,” with routines established firmly and rewards for “kindness” and “good deeds.”
• Leaders maintain “strong” communication with parents and identify pupils with special educational needs “quickly.”
• Staff wellbeing is supported through efforts to “reduce staff workload” and provide “well-planned training opportunities.”

Areas to improve

• The PSHE programme lacks consistency and does not “routinely build on what pupils have been taught previously,” particularly regarding other faiths and cultures.
• The early years curriculum does not “clearly define” what children need to know, and the learning environment does not “promote children’s learning well.”
• Staff in the early years do not “maximise opportunities” to develop children’s language and communication skills through interactions.

Safeguarding

The report states that “the arrangements for safeguarding are effective.”