Lodge Farm Primary School, located in Stevenage, Hertfordshire, underwent an inspection on November 2 and 3, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
Pupils at Lodge Farm Primary School generally enjoy their time at the school, feeling safe and well cared for by the staff. Instances of bullying are rare, and when they do occur, pupils are confident that the adults will intervene effectively. The enthusiasm of younger children in lessons is notable, and older pupils quickly settle into their work. However, there are occasions when some pupils lose focus during lessons, particularly when teachers are not sufficiently clear about the learning objectives.
While pupils are eager to succeed and engage with the tasks set for them, there are concerns regarding the timely identification and correction of mistakes by adults. This delay can hinder pupils' learning and prevent them from achieving their full potential. Despite these challenges, pupils exhibit good manners and kindness towards one another, demonstrating a supportive school environment. They actively participate in games during break times and engage in charitable activities, showcasing their sense of community and responsibility.
The school leadership aims for pupils to achieve well and provides a broad curriculum. In the early years and certain subjects, the curriculum planning outlines clear goals and the necessary steps for learning. However, there are gaps in the clarity of the curriculum plans in other areas, which can lead to inconsistencies in teaching approaches. Staff members do not always utilize assessment information effectively to adapt their teaching strategies, which can impact pupil achievement.
In the early years, children enjoy sharing books and begin learning phonics immediately. However, in key stage one, the reading materials do not always align with the phonics being taught, which can limit practice opportunities. Teachers regularly assess pupils' phonics knowledge but may overlook mistakes during lessons. Nevertheless, additional support is provided promptly for those who need it, helping them catch up.
Older pupils express enthusiasm for the high-quality texts they read, and while a new reading scheme has been introduced, further training for staff is necessary to ensure they can address errors quickly. Pupils generally behave well and can focus on their learning, although some may lose concentration in certain lessons. The school promotes the values of respect, resilience, and responsibility, with older pupils taking on leadership roles.
In the early years, leaders collaborate closely with parents to identify children needing extra support, involving external professionals when necessary. However, the clarity of targets for additional help can sometimes be lacking, making it difficult for leaders to assess the effectiveness of the support provided. Communication with parents of older pupils regarding their children's learning is less consistent, leading to decreased confidence in how to assist at home.
Governors are actively working with the local authority to enhance their understanding of the school's needs and have sought external support to fulfill their responsibilities. The safeguarding arrangements at the school are effective, with strong relationships established between leaders and families. Staff receive training to identify concerns, and appropriate actions are taken to ensure pupil safety.
Overall, while Lodge Farm Primary School has strengths in pupil behavior and personal development, it faces challenges in the quality of education and leadership. Addressing these areas will be crucial for improving pupil outcomes and ensuring a consistent and effective learning environment.
