Ofsted conducted a monitoring inspection of Lovers Lane Primary and Nursery School on 25 September 2024, following the school's previous graded inspection. The purpose of this inspection was to assess the progress made by the school since the last evaluation, rather than to assign a new grade. The inspection involved discussions with the headteacher, senior leaders, governors, and local authority representatives, as well as classroom visits, staff meetings, and reviews of documentation related to safeguarding and the curriculum.
The findings indicate that leaders have made insufficient progress in improving the school. The school is encouraged to establish clear plans outlining the actions necessary for improvement, including ambitious yet achievable timelines and adequate training and support for staff. It is essential that these plans are regularly reviewed by leaders at all levels, including those responsible for governance. Additionally, any external support should be carefully considered and integrated into the school improvement plan.
Since the last inspection, the school has faced significant changes in staffing and leadership, including high levels of staff absence and multiple changes in the governing body. Despite the determination of the leadership team to improve the school, the quality of education remains inadequate, with improvements being too slow. While there have been some enhancements to the curriculum, including more detailed documentation and a clearer understanding of learning objectives, the implementation of training for teachers has not been sufficient. This lack of support has hindered the ability of pupils to learn and retain information effectively, resulting in subpar academic achievement.
In the early years foundation stage, some progress has been made, aided by significant support from the local authority. Leaders in this area have a clear understanding of necessary improvements, and training has been more focused, leading to better planning of activities that align with the curriculum. However, the overall school improvement plan lacks clarity, and initiatives introduced have not been fully realized. Leaders have not allocated enough time for teachers to implement the training they have received, leading to confusion and inconsistency in practice.
Support from the local authority and educational hubs has been appropriate and well-targeted, but the school has not always aligned this support with its development plan, resulting in mixed messages. Recent changes to the governing body have strengthened governance, with governors showing a commitment to supporting the leadership team in driving improvement. They possess a clear understanding of the school's strengths and areas needing development.
The school maintains high expectations for pupil behavior, and students are reported to be well-behaved, considerate, and engaged in their learning. They enjoy attending school and feel safe in their environment. However, the overall assessment indicates that significant work remains to be done to ensure that the school meets the educational needs of its pupils effectively. The leadership team must focus on implementing their plans with greater urgency and clarity to foster a more conducive learning environment and improve academic outcomes for all students. The letter will be shared with relevant stakeholders, including the chair of the board of governors and the regional director for the Department for Education.
