Lyndhurst Primary and Nursery School, located in Oldham, Greater Manchester, has been rated as good in overall effectiveness following its inspection in November 2019. The school is characterized by a calm and caring environment where pupils interact positively with one another. The leadership team has a clear vision that emphasizes learning, care, challenge, and leadership, which is reflected in the high expectations set for all students. The school ensures inclusivity, allowing all pupils to participate in school activities, including learning sign language to communicate with classmates who have hearing impairments.
Pupils at Lyndhurst enjoy a variety of extracurricular activities, such as a breakfast reading club, robotics competitions, and educational trips that enhance their learning experience. They generally maintain good concentration during lessons, although there are instances where the work assigned does not effectively build on their prior knowledge, leading to some underperformance. Overall, pupils feel happy, safe, and well cared for, with behavior typically being good. While instances of poor behavior and bullying are reported to occur occasionally, they are rare, and staff address these issues promptly and fairly.
The school leadership is dedicated to ensuring that all pupils learn effectively. Staff members express high regard for the senior leaders, feeling valued and supported. Professional development opportunities are provided to enhance teachers' skills and knowledge. There are structured plans in place to develop pupils' learning across various subjects, with subject leaders identifying key learning objectives. However, some subject leaders do not consistently monitor the implementation of these plans, resulting in occasional gaps in pupils' learning.
Pupils have shown improvement in their academic achievements, particularly in reading, writing, and mathematics, since 2016, although there was a decline in writing results in 2019. The leadership has responded by providing additional training for teachers to strengthen their instructional practices. Pupils generally demonstrate a good understanding of their learning across the curriculum, although there are times when connections between lessons and future learning are not clearly made, which can hinder their understanding of the learning objectives.
Students with special educational needs and disabilities are well supported and included in the curriculum. The school prioritizes reading instruction, with effective phonics teaching starting in the Reception Year. By the end of Year 1, the proportion of pupils achieving the expected standard in phonics is at least in line with the national average. The school ensures that pupils who fall behind receive the necessary support to catch up, fostering their development as confident readers.
In the early years, children receive a strong start, with an ambitious curriculum tailored to their needs. Many children enter the school with limited English language skills, but teachers effectively support their language development alongside writing and mathematics. By the end of the Reception Year, a significant proportion of children reach a good level of development.
Pupils demonstrate respect for diversity within their school community, contributing to an inclusive atmosphere. The school offers various opportunities for personal development, such as becoming health champions to promote awareness of physical and mental health. While most parents express positive views about the school, some feel that their concerns are not always adequately addressed by the leadership.
The safeguarding measures in place are effective, with staff trained to recognize and respond to safeguarding concerns. Pupils are educated about healthy relationships and internet safety. To improve, the school needs to ensure that teachers consistently connect lessons to prior and future learning, and that subject leaders more thoroughly monitor curriculum implementation. Additionally, addressing parental concerns more effectively will enhance community trust in school leadership.
