Lawn Primary School, located in Northfleet, Gravesend, Kent, underwent an inspection on January 10 and 11, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
The school fosters a respectful and caring environment where pupils are friendly and welcoming. They actively include newcomers in their activities and share the high expectations set by staff regarding behavior. Pupils generally behave well and are kind to one another, with teachers effectively managing any conflicts that arise. The enjoyment of learning is evident among pupils, who appreciate the variety of clubs and experiences available to them. However, the curriculum is still in the process of being fully implemented, and in many subjects, it is not yet challenging enough. As a result, pupils do not consistently achieve their full potential.
Support for pupils with social, emotional, and mental health needs is a strength of the school. The dedicated space known as The Nest provides a calming environment for pupils when needed, and well-trained staff help them manage their feelings. Pupils feel safe and know whom to approach if they have concerns, trusting that adults will assist them.
Pupils learn about health and safety, engaging in activities like a daily mile to promote fitness and understanding the importance of healthy eating. They also receive education on road and internet safety. While leaders are working to improve the curriculum, it is still not fully developed in several subjects. New curriculum planning has been introduced, but staff require further training to deliver the content effectively. The assessment systems to gauge pupil understanding are also in the early stages of development.
In subjects like mathematics and phonics, where the curriculum has been established longer, teachers provide clear explanations and check for understanding, offering additional support to those who need it. This approach helps pupils develop a solid foundation in these areas. However, the early years curriculum is not yet fully implemented, and while some staff support children's learning effectively, this practice is inconsistent. Activities and resources are not always utilized to their full potential, particularly in outdoor settings.
Leaders ensure that pupils with special educational needs and disabilities receive the necessary support, working closely with staff to implement appropriate plans. The school environment is generally positive, with pupils showing enthusiasm in lessons and responding well to gentle reminders about behavior. They learn about diverse cultures and religions, fostering respect and interest in differences.
The safeguarding arrangements are effective, with clear policies in place. However, there are concerns regarding the recording of safeguarding issues, as many are reported verbally rather than documented. This lack of detailed records can hinder leaders' ability to assess the need for additional support.
To improve, the school must establish robust systems for recording safeguarding information and ensure that the curriculum is well-sequenced and precise across all subjects. In early years, leaders need to enhance the use of indoor and outdoor environments to support children's learning effectively. Overall, while the school has strengths in certain areas, significant work is needed to address the identified weaknesses and ensure that all pupils receive a high-quality education.
