Laurel Lane Primary School, located in West Drayton, Middlesex, underwent an inspection on October 4 and 5, 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.
The inspection revealed that leaders and staff at Laurel Lane Primary School genuinely care for their pupils, who express pride in their school and feel safe and valued. The school has implemented new behavior rules that pupils understand, promoting a culture of readiness, safety, and respect. While most pupils adapt well to these expectations, some still struggle, particularly in lessons, leading to occasional disruptions in learning.
Leaders have a clear vision for high achievement but have not ensured that the curriculum is effectively taught. This has resulted in gaps in pupils' knowledge in certain subjects, as teaching does not consistently build on prior learning. Pupils with special educational needs and disabilities (SEND) often do not receive the necessary practice to progress through the curriculum effectively.
Despite these challenges, pupils enjoy a variety of extracurricular activities, including clubs for netball and gymnastics, and they appreciate special curriculum days and assemblies. Leaders have established clear learning aims across subjects, ensuring that all pupils, including those with SEND, have access to the full curriculum. However, the high turnover of pupils throughout the year presents challenges, as staff lack sufficient guidance on how to adapt teaching to meet the diverse needs of these students.
The school has made strides in early reading, with phonics instruction starting in the early years and being delivered effectively. However, inconsistencies in teaching methods across different year groups hinder some pupils' progress in reading. Staff training in reading instruction needs improvement to ensure all pupils receive the support they need to become confident readers.
Leaders have focused on improving behavior school-wide, and staff report feeling supported in implementing the behavior policy. While most pupils meet the high expectations for behavior, a small number struggle, occasionally disrupting lessons. Leaders are working to provide these pupils with the necessary support to adhere to school routines.
Personal development is a strong point at Laurel Lane, with pupils learning to express their feelings, respect differences, and develop resilience. They engage in various opportunities outside of lessons, such as team-building activities during overnight camps.
Governance at the school is active, with governors and trustees conducting checks on leadership practices. However, the actions agreed upon are not always implemented promptly, and leaders' evaluations of educational quality lack rigor. Staff feel supported by leaders, who are mindful of their workload and well-being.
The safeguarding arrangements at Laurel Lane are effective, with a qualified team in place to address concerns swiftly. Staff receive regular training and understand their roles in keeping pupils safe. Pupils are taught about safety, including online and road safety, and are well-supervised.
To improve, the school needs to ensure that teaching considers pupils' needs and prior knowledge more effectively. Leaders must prioritize early reading to help all pupils develop the skills necessary for future educational success. Additionally, targeted support for pupils struggling with behavior is essential to minimize disruptions in learning.
