Loseley Fields Primary School


Name Loseley Fields Primary School
Website http://www.loseleyfields.com
Inspections
Ofsted Inspections
Address Green Lane, Binscombe, Godalming, GU7 3TB
Phone Number 01483416477
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 348 (50.6% boys 49.4% girls)
Number of Pupils per Teacher 15.8
Academy Sponsor Athena-Gep Ltd
Local Authority Surrey
Percentage Free School Meals 25.3%
Percentage English is Not First Language 6.0%
Persistent Absence 10.1%
Pupils with SEN Support 10.3%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school is a larger than average-sized primary school.

There are between one and three classes in each year group. This is because around 30 pupils join the school in Year 3, adding to those already in key stage 1. The new headteacher joined the school on an interim basis during the summer term in 2018 and has since been appointed as the substantive headteacher.

The deputy headteacher and seven other teachers joined the school in September 2018. The school converted to become an academy on 1 November 2016. Currently, it is one of seven schools within the Guildford Education Partnership, which is a multi-academy trust (MAT).

The school is governed by a local academy committee that is accountable to the MAT executive team and a board of trustees, who oversee the school’s finances, resources and quality. The MAT is providing interim support from a senior teacher in order to extend the school’s expertise for teaching and learning. The school has a learning and additional needs resource provision for 14 pupils for pupils in key stage 2, who are placed in the resource by the Local Education Authority.

The school has a higher proportion of pupils who have an education, health and care plan than is typically found in most primary schools. It also has a higher percentage of pupils with SEND than most primary schools. The percentage of disadvantaged pupils is in line with the national average.

The proportion of pupils who speak English as an additional language or who are from minority ethnic backgrounds is much lower than that found nationally.

Summary of key findings for parents and pupils

This is a school that requires improvement Pupils’ attainment and progress are variable across the school. A period of unstable leadership has had a negative impact on the quality of teaching and pupils’ progress over time.

Teachers do not make enough use of their assessments of learning to plan work that builds upon what pupils already know and can do. As a result, teaching does not ensure that learning tasks meet pupils’ different needs and abilities. Teachers’ subject knowledge is not strong enough to ensure that pupils make consistently good progress.

Teaching does not consistently develop pupils’ writing. There has not yet been enough time for the improvements that leaders have implemented to be fully in place. Although teaching helps pupils to develop their fluency with numbers, it does not give pupils enough opportunities to explain their reasoning or to solve problems.

The wider curriculum subjects are not being used effectively to deepen pupils’ thinking and help them to make gains in their progress. The school has the following strengths The new headteacher has successfully established a culture of high expectations for behaviour and learning. Parents and staff strongly support the changes the headteacher has introduced to improve the school.

Reception children make strong progress as a result of carefully planned learning activities in a stimulating learning environment. Leaders, trustees and governors ensure that safeguarding is a priority. They do all they can to keep pupils safe from harm.

Senior leaders are supported by a well- respected team of middle leaders. They give skilful guidance to the school’s many new teachers to support improvements to teaching. A dedicated team of support staff provides skilful support to nurture pupils with special educational needs and/or disabilities (SEND).

Leaders have worked relentlessly to improve pupils’ behaviour. Pupils behave well in their lessons and around the school. They enjoy learning and concentrate hard in their lessons.