Long Lawford Primary School, located in Rugby, Warwickshire, underwent an inspection from July 3 to July 4, 2024. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, leadership, and management, and early years provision. However, the behavior and attitudes of the pupils, as well as their personal development, were rated as good. The school had previously received a good rating in its last inspection in January 2019.
Pupils at Long Lawford Primary School attend happily and are welcomed warmly, which helps them settle quickly, especially those who join mid-year. The staff are dedicated and prioritize the needs of the pupils, embodying the school’s values of love, learning, perseverance, and success. Despite this positive environment, not all pupils achieve to their full potential across all subjects. This is attributed to recent changes in the curriculum, which have not yet been fully implemented or effectively taught, impacting pupils' learning outcomes.
Most pupils understand and follow the school's behavioral expectations of being ready, respectful, and responsible. Many demonstrate positive attitudes towards learning and engage actively in lessons. However, some pupils find it challenging to maintain focus, and they receive tailored support when needed. The school offers a variety of extracurricular opportunities that excite pupils, including performances in professional theaters and leadership roles. Well-planned trips and residential experiences enhance the curriculum and contribute to a well-rounded education.
The school has staff members with new responsibilities who are committed to their roles, but the impact of their efforts has yet to yield the desired results. In certain subjects, the curriculum lacks clarity regarding what pupils should learn, and there is insufficient identification of incremental learning steps. This deficiency hinders pupils' ability to build knowledge over time and make connections across different topics.
The phonics program is newly introduced, and while staff prioritize reading and implement the program effectively, some pupils do not engage with the provided reading materials. This results in mismatched reading levels at home, where some pupils require additional support to keep pace with their peers. Nevertheless, pupils enjoy listening to stories read by staff and are exposed to a diverse range of authors.
Teachers effectively assess pupils' learning in reading and mathematics, but in other subjects, assessment practices are not yet robust enough to identify knowledge gaps. This oversight affects the overall learning experience, as misconceptions in pupils' work may go unaddressed. The school has established processes to identify pupils with special educational needs and disabilities, ensuring they receive appropriate support and are included in school life.
In the early years, children benefit from positive interactions with adults, which enhance their learning. However, in Reception, children often spend too much time without adult support, limiting their opportunities for meaningful engagement and development of communication skills. The school emphasizes online safety and promotes positive mental health, fostering a sense of community and respect among pupils.
Leaders acknowledge the need for ongoing improvement in curriculum planning and implementation across all subjects. They are committed to ensuring that all pupils receive the education they deserve and aspire to provide. The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. Overall, while Long Lawford Primary School has strengths in pupil behavior and personal development, it faces challenges in curriculum consistency and pupil achievement that require focused attention and improvement.
