Laburnum Primary School, located in Sandy, Bedfordshire, underwent an inspection on December 6 and 7, 2022, resulting in an overall effectiveness rating of inadequate. The quality of education was deemed to require improvement, while behavior and attitudes were rated inadequate. Personal development and early years provision also required improvement, and leadership and management were rated inadequate. This marked a significant decline from the previous inspection in July 2017, where the school was rated good.
Pupils at Laburnum Primary School express a desire to succeed, yet their learning and play experiences are hindered by the disruptive behavior of a minority of students. Many pupils do not adhere to school rules, leading to a culture where poor behavior is normalized. Although bullying is infrequent, students report experiencing physical incidents and distractions during lessons, contributing to a general feeling of unsafety within the school environment. There is a lack of confidence among pupils regarding staff's ability to manage poor behavior, and parents have voiced similar concerns about their children's safety.
The school offers a broad curriculum, but the quality of education is inconsistent, particularly for students with special educational needs and disabilities. While there are opportunities for extracurricular activities, such as music and cooking, the overall educational experience does not meet the needs of all pupils. Leaders have developed an ambitious curriculum aimed at building knowledge over time, but the focus on managing behavior detracts from the quality of education. Teachers often fail to assess pupils' understanding adequately, resulting in gaps in knowledge and misconceptions that are not addressed.
In terms of reading, the school has implemented a well-structured reading curriculum that provides access to high-quality texts. Most pupils demonstrate a secure understanding of reading, supported by regular phonics sessions. However, additional support for struggling readers is not always effective, as teachers do not consistently monitor the appropriateness of interventions. Consequently, some pupils do not make sufficient progress in their reading skills.
In the early years, children experience a variety of learning opportunities that prepare them for Year 1. Interactions between adults and children in the nursery are generally positive, fostering language development and independence. However, this level of engagement is not consistently replicated in the reception class. The early years curriculum is better adapted to children's needs compared to the rest of the school.
The school's behavior policy is ineffective and poorly understood, leading to inconsistent application of consequences for poor behavior. A significant minority of pupils continue to disrupt learning, including those with special educational needs. Although leaders have made some progress in reducing absenteeism, it remains a concern.
Pupils demonstrate an understanding of democracy and healthy lifestyles through various activities, yet some fail to apply their knowledge of respectful relationships in their interactions. Staff report feeling supported by leaders regarding their well-being and workload. However, there is a lack of urgency in addressing the school's weaknesses, and governors do not hold leaders accountable for improvements.
Safeguarding arrangements are inadequate, as leaders lack effective strategies to protect pupils from the risks associated with poor behavior. While staff receive regular training and know how to report concerns, pupils do not feel confident in the staff's ability to ensure their safety. The curriculum does teach safety awareness, but the overall safeguarding culture requires significant improvement.
To enhance the school's performance, leaders must review and consistently apply the behavior policy, ensuring a safe and orderly environment. Additionally, they need to monitor the effectiveness of reading interventions and provide adequate support for all pupils, particularly those with special educational needs. Rigorous monitoring of improvement efforts is essential to address the persistent weaknesses within the school.
