Lostock Hall Community Primary School in Preston, Lancashire, was inspected on May 8 and 9, 2024, and received an overall effectiveness rating of good. The school has maintained a positive environment where pupils are happy and engaged in their learning. The school is ambitious for all students, including those with special educational needs and disabilities, and fosters a culture of striving for personal bests. Pupils build confidence and self-esteem through supportive relationships with staff, and many achieve well across the curriculum.
The school has high expectations for behavior, resulting in a calm atmosphere conducive to learning. Most pupils, including those in early years, behave well, allowing them to focus on their studies without disruption. For those needing additional emotional support, staff provide effective assistance. The range of extracurricular clubs, including sports like crown green bowling and yoga, enriches pupils' experiences, particularly benefiting disadvantaged students. Leadership opportunities, such as being a school councillor or part of the magazine team, help pupils understand responsibility.
The curriculum is well-structured from Nursery to Year 6, with a clear focus on essential knowledge across most subjects. Teachers are equipped with information about prior learning, enabling them to address knowledge gaps effectively. Most educators design lessons that build on existing knowledge, preparing pupils well for future educational stages. The school has robust systems to identify and support pupils with additional needs, ensuring they can access the curriculum and progress.
However, there are areas for improvement. In a few subjects, some teachers lack the necessary subject knowledge to deliver the curriculum effectively, leading to insufficient detail in teaching certain aspects. This results in some pupils having insecure learning foundations. Additionally, in one or two subjects, the school has not clearly defined the essential knowledge pupils should acquire, making it challenging for teachers to prioritize lesson content. Consequently, some pupils experience gaps in their knowledge and do not achieve their full potential.
The school prioritizes phonics instruction, with well-trained staff consistently implementing the phonics program. They monitor pupils' phonics knowledge closely, providing timely support to help them keep pace with their peers. Early years children develop a love for reading, enjoying various stories and rhymes, and many become fluent readers by the end of Key Stage 1.
The school environment is calm and purposeful, with pupils attentive in class. Early years children quickly learn classroom rules and routines, cooperating well with peers. Staff effectively nurture resilience in young learners. Attendance is excellent, supported by efficient systems that promptly address any concerns.
Pupils have numerous opportunities for personal development, learning about online safety and the importance of a healthy diet. They engage in outdoor learning, enhancing teamwork and problem-solving skills. In early years, children are encouraged to eat healthily and develop independence.
Governors understand the school's strengths and areas for improvement, providing effective support and challenge regarding educational quality. Staff express pride in their work environment and appreciate the support for their workload and well-being, including minimized paperwork and access to external well-being resources.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve, the school should finalize its curriculum planning in certain subjects to enhance knowledge retention and ensure all teachers possess the necessary subject expertise to deliver the curriculum effectively.
