Latchingdon Church of England Voluntary Controlled Primary School is a welcoming and inclusive environment where pupils with special educational needs and disabilities are fully integrated into school life. The school promotes a vision of learning to love and loving to learn, although there is a lack of clarity among some staff regarding this vision, leading to lower expectations for pupil achievement. This has impacted the overall progress of students through the curriculum. The school offers a variety of extracurricular activities, allowing pupils to explore different interests and develop their talents, which they value and engage with enthusiastically.
While many pupils demonstrate politeness and respect, there are instances of disruptive behavior from a minority, which affects the learning experience of others. Pupils report that bullying is infrequent, and they feel safe, trusting that adults will address any issues that arise. The school has a good reputation for personal development, with leaders recognizing the importance of a well-structured curriculum. Subjects like mathematics and science are well-planned, enabling pupils to build on their knowledge effectively. However, inconsistencies exist in other subjects, hindering the overall learning experience.
The teaching of phonics has shown some variability, with not all staff adequately trained in the recently adopted program. While many pupils become confident readers, there is a lack of clarity on how to support those who struggle. The Early Years curriculum is well-structured, promoting confidence and resilience in children through a blend of formal teaching and play. Children are engaged and active learners, contributing positively to the school environment.
Leadership within the school understands the vision but has not effectively communicated this to all staff, resulting in varied expectations. Some teachers do not consistently require high-quality work from pupils, and adaptations for those with special educational needs are not always effective. This leads to gaps in knowledge and difficulties in recalling information. The behavior management policy is inconsistently applied, causing disruptions in lessons and frustration among pupils who wish to learn.
Leaders have initiated a program to enhance pupils' understanding of their community, promoting awareness of different cultures and beliefs. This fosters an environment where individuality is celebrated, and unkindness is challenged. The collaboration between governors, leaders, and trustees is evident, with the trust providing targeted support to address behavioral issues and improve overall school performance. Early signs of positive change are emerging as a result of these efforts.
Safeguarding measures are effective, with staff receiving regular training to identify and respond to safety concerns. Leaders work closely with external agencies to provide necessary support for pupils and their families. The school ensures that policies and systems for safeguarding are robust, and pupils are educated on how to keep themselves safe.
To improve, leaders must clearly articulate their vision and expectations to all staff, ensuring consistency in the application of behavior policies and curriculum delivery. Curriculum leaders need to specify learning objectives to help teachers effectively plan lessons and address misconceptions. By fostering a unified approach among staff, the school can enhance the educational experience for all pupils, ensuring they receive the support and challenge necessary for their development.
