Lowton Junior and Infant School, located in Warrington, Cheshire, underwent an inspection on January 10 and 11, 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, personal development, leadership and management, and early years provision. The school had not been previously inspected under section five of the Education Act 2005.
Pupils at Lowton Junior and Infant School are described as kind, considerate, and well-mannered, fostering positive relationships with adults and peers. This environment contributes to a sense of safety and happiness among students. They express confidence that any concerns regarding bullying or unkindness will be addressed promptly by staff. The school promotes high expectations for behavior, including for those with special educational needs and disabilities. The atmosphere is calm, allowing pupils to focus on their learning, and children in the early years adapt well to school routines.
Students take pride in their roles and responsibilities, such as participating in the school council and eco council, and they enjoy various extracurricular activities, including sports clubs and charity events. Despite the positive aspects, the curriculum in some subjects is still developing, leading to some pupils, particularly in the early years, not achieving their full potential.
The school has experienced significant changes in leadership and staffing but remains committed to improving educational quality. Leaders are working on developing a well-structured curriculum and have made recent improvements in various areas. The curriculum is becoming broader and more balanced, with leaders identifying essential knowledge in certain subjects. However, some subjects are still in the early stages of development, and expectations regarding what pupils should learn are not always clear, which can hinder learning.
In terms of phonics instruction, leaders have implemented a new program and trained staff effectively. However, there are concerns that phonics instruction does not begin promptly in the Reception class, which affects children's reading abilities. Additionally, the books provided do not always align with the phonics knowledge acquired, leading to difficulties in reading fluency.
Leaders have made efforts to support pupils with special educational needs, accurately identifying their needs and sharing relevant information with staff. However, some staff lack the necessary skills to support these pupils effectively, resulting in uneven progress in certain subjects.
Pupils generally behave well and can concentrate on their work without disruptions. They learn about maintaining physical and mental health and demonstrate respect for diverse cultures and religions. While pupils show a good understanding of British values, there is a need for leaders to refine the personal development program to ensure all staff are equipped to deliver it effectively.
Staff express pride in working at the school, noting that leaders consider their workload and well-being. The governing body is committed to supporting and challenging leaders to enhance educational quality.
The safeguarding arrangements at the school are effective, with a strong culture of safeguarding in place. Staff receive regular training and are aware of how to identify and respond to potential risks to pupils' safety. Leaders act promptly on any welfare concerns and collaborate with external agencies to provide necessary support.
To improve, the school needs to ensure that phonics instruction begins immediately in the Reception class and that reading materials are well-matched to the phonics program. Additionally, subject curriculums and aspects of the personal development program require further development to clarify key knowledge for staff. Teachers should also enhance their assessment strategies to identify and address gaps in pupils' learning, particularly for those with special educational needs.
