You, other leaders and governors have made sure that the strengths noted at the school’s last inspection have been maintained. Since the inspection five years ago, Loxley has federated with two other small schools to form the Stratford Rural Schools Federation. The three schools share a governing body and are overseen by an executive headteacher. You joined the school two years ago. These changes to governance and leadership have not had an adverse impact on the school’s effectiveness. On the contrary, the school has continued to move forwards and make improvements. All members of staff who completed an online questionnaire agreed that the school is a lot better than it was before and that they are proud to work at Loxley. There are clear strengths in leadership. You work closely and effectively with the executive headteacher. You have also built a strong staff team at Loxley. Staff said that they value the opportunities they have for professional development and that they feel trusted to take risks and take on responsibilities. One staff member commented: ‘The headteacher of our school is an enthusiastic and positive role model who helps the children and staff to reach their full potential in a safe and happy environment.’ Your evaluation of the school’s effectiveness is accurate. It points out what is working well and where further work is needed. Your action plans show clearly the steps you intend to take next. They include measurable targets, but in their current form the targets are not as helpful as they could be, because they are expressed as percentages and so lack precision. We talked about adjusting the targets so that they are an accurate representation of what you are aiming for with the small number of pupils in each year group. This would make it easier for leaders and governors to gauge success. Several parents who spoke to me said that the ‘family’ feel was a key reason for having chosen to send their children to Loxley. One parent said: ‘The children love school. They like how they are greeted by name every morning come rain or shine.’ You and the staff know every pupil very well. Relationships between staff and pupils and their families are warm and empathetic. You believe in promoting pupils’ mental well-being and in building their confidence, so that they are ready and eager to learn. Because you emphasise caring for pupils and are successful in meeting their individual needs, you find that you are increasingly admitting pupils who have not thrived at other schools or who have special educational needs. Parents appreciate the efforts you and the staff go to. One commented: ‘Loxley has turned my son around into a positive, happy child who has rediscovered his love of learning.’ In recent years, Loxley has admitted an increasing number of pupils who are educated partly at school and partly by their parents at home (flexi-schooled). You are supportive of parents who have made this decision. Parents who spoke to me said how much they value your understanding and your willingness to work with them to educate their children. Pupils are clearly happy at school and enjoy learning. They try hard and are very responsive to the staff who work with them. They join in readily with the school’s traditional activities. For example, on the morning of this inspection, pupils came excitedly into the playground struggling under the weight of large pumpkins, eager to take part in a competition to find the best one. Pupils are proud of their achievements. At lunchtime, a group of pupils asked to read to me the ‘slam’ poems that they had written earlier. They read with confidence. Their poems were imaginative and showed that they had a good understanding of performance poetry. Pupils behave well and play happily together in the small playground. They chat sociably at lunchtimes and are clearly very pleased with the recently introduced hot lunches. Every inch of space in your very small school is used well. Displays in classrooms and corridors and work in pupils’ books show that pupils experience a rich curriculum. You also offer a wide range of after-school clubs. You have dealt successfully with the areas for improvement highlighted at the last inspection. Teachers make sure that teaching assistants are fully briefed for what they need to do in lessons. However, there is still some work to do to make sure that teaching assistants use technical language with precision. You have focused on improving pupils’ writing skills. Your assessments show that pupils’ achievement in writing no longer lags behind that in reading and mathematics.
Loxley CofE Community Primary School Parent Reviews
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