Lanesend Primary School, located in Cowes on the Isle of Wight, underwent an inspection on September 14 and 15, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving similar ratings. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
Pupils at Lanesend Primary School show a strong enthusiasm for attending school, reflected in high attendance rates. They enjoy a variety of events, activities, and trips, which contribute positively to their school experience. The school offers a range of clubs that are well-attended, and pupils have fond memories of the curriculum focuses. Despite this, there is a noted gap in pupils' retention of key knowledge from the curriculum.
The school has established high expectations for behavior, and pupils adapt quickly to the routines of school life. They generally behave well in class and during breaks, making good use of the facilities available. The school has a zero-tolerance policy towards bullying, and any incidents are addressed promptly with the involvement of pupils in anti-bullying initiatives. Socially and emotionally, pupils are well-prepared for future educational stages, with numerous opportunities for responsibility and community involvement. However, expectations for academic achievement, particularly for pupils with special educational needs and disabilities, are not consistently high.
A significant concern highlighted in the inspection is that many pupils do not learn to read quickly and accurately. A substantial number of pupils in key stage one are behind in their reading skills, and there are low expectations for those with special educational needs. The school lacks a recognized phonics program, which is essential for effective reading instruction. Leaders acknowledge the need for further training for staff in phonics teaching. Additionally, pupils are sometimes assigned tasks without having acquired the necessary foundational skills.
The curriculum is not coherently sequenced, with a focus on overarching topics that disrupt the logical progression of learning. This results in pupils remembering activities rather than essential knowledge across subjects. Key knowledge and vocabulary have not been clearly identified for each year group, leading to gaps in learning. While teachers plan lessons and assess progress informally, this does not build on prior learning effectively.
Pupils with special educational needs receive dedicated support, and those with significant needs work towards small-step targets in their education plans. However, communication between parents of children with special educational needs and school leaders can be challenging.
Governance at the school is another area of concern, as trustees have admitted to being inexperienced and have not held leaders accountable for declining performance. There is a reliance on the opinions of senior leaders without seeking external validation of the school's performance.
Despite these challenges, staff report feeling supported and enjoy working at the school. New staff benefit from mentorship by experienced colleagues. Reception children adapt quickly to school routines, and the behavior management systems are well understood by pupils. The school promotes inclusivity and fairness among students.
The safeguarding arrangements are effective, with appropriate training for staff and leaders. However, the planning for safeguarding education is not coherent. The school must implement a validated phonics program, ensure a coherently sequenced curriculum, and improve governance to enhance overall performance and accountability.
