Lordship Farm Primary School
Catchment Area, Reviews and Key Information

3 - 11
Community school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Letchworth Garden City

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The quality of teaching and learning has improved and teachers plan carefully so that all activities contribute to the progress of pupils. In 2016, the proportion of pupils who reached the expected standard by the end of key stage 1 and key stage 2 was above that found nationally. At key stage 1, the proportion of pupils who were working at greater depth was also above the national average. Pupils told me how much they enjoy coming to school, and the strong relationships between staff and pupils are evident in every classroom. Pupils’ enthusiasm for learning is also demonstrated through high attendance figures and positive behaviour in lessons. Pupils are polite and well-mannered, and welcoming towards visitors. They speak with confidence and clarity about their learning. Parents spoken to on the day of the inspection, and the overwhelming majority of parents who responded to Ofsted’s online questionnaire, Parent View, commented that the school is a welcoming place and that teachers are always available to talk to parents about their children. Pupils talked enthusiastically about the different subjects they study in school and appreciate the broad and balanced curriculum that you provide for them. In Year 3, pupils were excited as they began to design their own three-dimensional models linked to their literacy work on Roald Dahl stories. Year 5 pupils concentrated hard on perfecting their pronunciation as they learned to tell the time in French. Pupils’ books also show that they learn through a wide variety of topics from the second world war to fossils. Music and sport provision also rank highly with your pupils. It is clear that the school seeks to widen the experience of its pupils and encourage them to be the best that they can be. Since the previous inspection, you have introduced a new ‘Lordship Learning Toolkit’ to develop pupils’ independence as learners by teaching them self-help strategies. There are lively learning walls, which pupils use to support their learning, as well as other resources they can use independently. For example, lists of writing prompts encourage them to solve problems and make decisions for themselves. Pupils’ growing independence is particularly evident in Years 5 and 6 and contributes towards them being well prepared for their move to secondary school. Your provision for the small number of pupils who have special educational needs and/or disabilities is well tailored to meet their individual needs. Support is focused on emotional and behavioural needs as well academic progress. Because of this bespoke support, these pupils make good progress from their starting points. Teaching assistants collaborate well with class teachers to provide effective support in lessons. When working with small groups of pupils, or giving one-to-one support, teaching assistants are skilled at using questioning to check understanding and encourage pupils to work things out for themselves. Safeguarding is effective. You and other leaders ensure that staff are well informed, and trained about new safeguarding guidance, through regular training and updates. Staff understand their responsibilities and know what to do if they have any concerns. Pupils who spoke to me during the inspection said that they feel safe and parents overwhelmingly agree that their children are kept safe in the school. Pupils said that there is very little bullying in school but know that it will be taken seriously if they report it. They also feel that they have someone to talk to in school if they are worried or concerned about anything. The school helps children to keep themselves safe by including lessons on subjects such as e-safety and how to handle peer pressure. Your governors actively fulfil their statutory duties to ensure that pupils are safe in school. For example, they recently checked that the filters on the pupils’ access to the World Wide Web are effective. The school’s safeguarding policies and procedures meet current requirements. Recording systems are fully in place for the recruitment of staff, and you and your governing body have ensured that all necessary checks are carried out on new staff. Inspection findings To determine whether the school remains good, one of my main lines of enquiry was about writing. This was an area for improvement after the previous inspection. In early years, writing clearly has a much higher profile, with examples of the children’s work displayed around the classroom, as well as featuring in their learning journals. Opportunities for pupils in all classes to write at length across subjects are also well embedded into planning. Pupils are increasingly confident at editing their own work. In a Year 5 English lesson, pupils were using mini-whiteboards to help them improve the structure of their sentences before they committed them to paper. I also looked carefully at the attainment of your most-able pupils, particularly in writing and mathematics. Following the 2016 outcomes, you have wasted no time in raising expectations of the most able pupils’ achievement in mathematics and writing, particularly at key stage 2. Pupils’ books show that teachers frequently check progress during mathematics lessons so that they can quickly identify when pupils are ready to move on. In writing, you have moved on from the strategies introduced to boost opportunities for extended writing following the previous inspection in 2013. Your English leaders identified that, although this initiative had served its purpose and improved the ability of pupils to write at length, it did not prepare them effectively for writing at the higher standard in the new end of key stage 2 national tests. Your focus is now on teaching pupils how to edit and improve their work so that they can raise the standard of their writing and use their skills to best effect. As part of the drive to improve the quality of pupils’ writing, you have challenged parents to read five classic novels to their children to expose them to as wide and as rich a vocabulary as possible. Older pupils had collected some unusual words – such as paraphernalia and luscious – in their ‘vivid vocabulary’ books to use in their own writing. In mathematics lessons, the most able pupils are moved on quickly to new challenges and they now have a clear idea of what they need to show in their work in order to reach the higher standard. Evidence in pupils’ books shows that the most able pupils in Years 5 and 6 are making good progress towards attaining the higher standard in their end of key stage assessments. However, I did find that, currently, the same expectations of the most able pupils in English and mathematics are not replicated in other subjects such as science and history. This is partly because teachers are not required to measure progress as rigorously in these subjects and so subject leaders do not have information about how well different groups of pupils are doing. Evidence in books also shows that pupils of very different abilities are being given the same activities in subjects such as history and science. This means that the most able pupils do not find the tasks stretch and challenge them in the same way that they are challenged in English and mathematics. Another key area I investigated with you is how well you are meeting the needs of the disadvantaged pupils at Lordship Farm. The proportion of disadvantaged pupils remains below the national average but is slowly increasing. Fewer disadvantaged pupils reach the expected standard in reading, writing and mathematics by the end of key stage 1 than other pupils nationally. Even though the progress they make is similar to other pupils at Lordship Farm, it is not rapid enough to make up for the lower starting points they have in Year 1. This means that they are not able to catch up with other pupils by the time they move on to key stage 2.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
0300 123 4043

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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