Land of Learning Primary School

What Ofsted said

From the inspection on 29 April 2025

This school is highly effective in helping pupils become responsible, respectful and active British citizens. Underpinning its approach are the school's values of 'nurture, excite and growth'. These are the golden threads which weave throughout everything the school does. Pupils are incredibly proud to attend this school. The school has demonstrated a commitment to respond to the previous inspection findings and has made further improvements. The school is highly aspirational, not only for pupils but for the community too. It is outward-looking, always seeking ways to benefit pupils. Pupils do well here. Pupils take an active part in improving the school. Student councillors make recommendations to improve playtimes, which the school acts upon. 'Homework heroes' check that other pupils have finished their homework and provide help if needed. The 'spotless squad' help keep classrooms tidy. The way the school helps develop pupils' character is exceptional. The school has extremely high expectations for pupils to behave well. Pupils respond to these expectations with exemplary behaviour. Warm and respectful relationships are evident throughout the school. The routines for learning mean that no time is wasted. Pupils display consistently positive attitudes towards their learning. What does the school do well? The school has established a highly ambitious curriculum for all subjects. The key strands of learning have been logically and precisely thought through. This enables pupils to build their learning securely over time and deepen their understanding. For example, teachers help pupils make links between what they have learned about the Second World War and renowned artists such as Anselm Kiefer. Teachers receive training so they have the requisite subject knowledge to teach effectively. They regularly check pupils' understanding. Pupils achieve highly. The school understands the importance of pupils learning to read well. As leaders state, 'Reading is the breathing in, writing is the breathing out.' All elements of the reading curriculum have been well considered, including word reading, comprehension and developing a love of reading. The teaching of phonics follows a clear, progressive sequence. Teachers identify when pupils fall behind. They receive the support they need and soon catch up. Pupils enjoy phonics. Pupils learn to read with fluency. The school has a sharp focus on ensuring that pupils acquire a wide, rich and varied range of vocabulary. This deepens pupils' spoken and written communication. Children in the early years get off to the best of starts. The foundations for future learning become well established. Teachers' understanding of the early years foundation stage (EYFS) curriculum is very strong. Activities are well crafted. Staff carefully pose questions, connect ideas and nurture curiosity. They explain things clearly. Children understand what is expected of them and engage meaningfully with their learning. They talk about their learning in depth. For example, one child talked about how solar panels turn the sun's energy into electricity to power people's homes. Language features highly, and the vocabulary children use is impressive. Children work for sustained periods, interacting with one another productively. The early years is a joyful place. The support for pupils with special educational needs and/or disabilities (SEND) is highly effective. The school works well with parents and carers and wider services to ensure that these pupils get the extra help they need. Pupils with SEND learn the same curriculum as their peers. Pupils' exemplary behaviour is the product of the school's consistent rules and high expectations. These are so well established that pupils follow them without the direction of staff. Self-control and self-regulation are clearly evident. Pupils' personal development is at the heart of everything that the school does. This provision is exceptional. There are many rich opportunities to develop pupils' talents and interests. The school welcomes visitors, such as a dentist, firefighter and police officer, to talk about their careers. Pupils make comparisons between their own religion and other religions, developing a sense of empathy. Difference is celebrated and respected. The school sensitively tackles challenging world topics. For example, pupils participated in an art project to explore how they could contribute to world peace. Inspired by the work of visiting artists, pupils created their own artwork on concepts such as peace, love and kindness. They proudly exhibited their work in the wider community. Leadership is exemplary. There is a strong, and commonly understood, vision for this school. There is a highly effective cycle of reflection, review and improvement. Staff spoken to are very positive about the time and consideration given to their well- being and workload. The proprietor body and governing body have a strong sense of moral purpose. They are knowledgeable about their roles and undertake them diligently. They hold leaders to account with the sole intention of improving the quality of provision for the pupils who attend. The proprietor has ensured that all the independent school standards (the standards) are met securely and consistently. All required information is available to parents, including the safeguarding policy, which is available on the school's website. The school complies with schedule 10 of the Equality Act 2010 and any regulatory guidance on the EYFS. The school's premises are maintained very well. The proprietor has made sure that the premises are suitable, including outdoor areas. Risk assessment procedures are appropriate, understood and acted on by all staff.

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