Ofsted conducted a short inspection of Newtown Linford Primary School on 12 June 2019, following its previous judgment of good in April 2014. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively managed the transition to academy status and has been proactive in expanding the school’s facilities to accommodate a growing student population. The headteacher demonstrates a clear understanding of the school’s strengths and areas for improvement, and the governing body has been reformed to provide strong support for the school’s objectives.
Parents express high levels of satisfaction with the school, appreciating the support provided by staff. The school’s values are evident throughout the environment, and pupils are encouraged to engage in activities that promote their confidence and teamwork skills. The school council plays an active role in maintaining a positive school environment, and various opportunities for charitable involvement are provided to students.
The quality of teaching has improved, with staff benefiting from training and collaboration with lead practitioners. Monitoring of teaching quality is focused on the impact of planning on student progress, and teachers are skilled in addressing the needs of all pupils, including those in mixed-age classes. Effective questioning techniques are employed to check for understanding, and pupils are encouraged to use feedback to enhance their work.
Safeguarding measures are robust, with a strong culture of safety established within the school. Staff are well-trained in safeguarding policies, and there is a clear understanding of the responsibilities associated with protecting students from potential risks, including radicalization. The school has implemented effective anti-bullying strategies, and both parents and pupils feel secure in the school environment.
Attendance rates are above the national average, and the school has a comprehensive system for monitoring attendance and addressing persistent absences. The leadership team is committed to ensuring that all children are accounted for and that the impact of absence on learning is communicated effectively.
Despite the overall positive findings, the inspection highlighted areas for improvement, particularly in mathematics. Historically, pupils’ attainment in mathematics at the end of key stage two has been lower than the national average, and recent performance data indicates that girls have not performed as strongly as boys. The mathematics leader has developed focused improvement plans, and staff have received training to enhance their teaching practices.
In the early years, pupils are introduced to problem-solving techniques that build a foundation for their future learning. The school has made significant strides in improving pupils’ understanding of mathematical concepts, and the proportion of pupils achieving expected standards is on the rise. In writing, the school has consistently exceeded national averages, with pupils demonstrating strong skills in grammar and punctuation.
Moving forward, the school leadership and governance must focus on increasing the proportion of pupils achieving higher standards in key stages one and two, sustaining improvements in mathematics outcomes, and ensuring consistency in high-quality teaching across all year groups. The inspection findings indicate a commitment to continuous improvement and a clear vision for the future of the school.
