Lark Hill Community Primary School

What Ofsted said

From the inspection on 10 February 2026

Pupils enjoy coming to this school, where they feel safe and cared for. They enjoy their learning, but some do not achieve as well as they should, including in the early years. This is because variability in teaching prevents them from securing a deep understanding of key knowledge. This variability extends to the teaching of personal, social and health education so pupils are not as well prepared for secondary school as they could be. Some pupils have gaps in the basic skills of phonics, handwriting, spelling and early mathematics. Leaders are making changes to tackle these weaknesses and to ensure pupils consistently have the academic knowledge they need, but there is much to do. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have their needs accurately identified. They are well understood. However, the support in lessons for pupils with SEND varies. Staff provide effective help for those who require emotional or pastoral support. Pupils are polite and courteous to visitors. They conduct themselves well around the school. Older pupils take their responsibilities, for example as playleaders or school council members, seriously and demonstrate maturity in these roles. Pupils generally behave well in lessons and at break times. Sometimes, however, misbehaviour in class disrupts the learning of others, including in early years. Pupils have confidence in staff to deal quickly with any occasional instances of bullying. Some pupils do not attend school as regularly as they should. Leaders work in partnership with parents and carers to emphasise the importance of school attendance and remove any barriers pupils are experiencing. Leaders make sure that pupils have access to a range of enrichment opportunities. They make sure that no one is left out. For example, pupils take part in residential trips and visits to places of cultural interest. Pupils join workshops and presentations which prepare them well for life in the wider community. These develop their understanding of online risks, knife crime and drug culture, for example.

What the school should improve

• Governors and leaders should ensure that leaders at all levels have clear analysis and sharp oversight of the impact of their work to support pupils, including different pupil groups, in order to enable accurate identification of key priorities and acceleration of the rate of school improvement.
• Leaders should refine their use of attendance data to identify patterns and improve attendance further.
• Leaders should ensure that across subjects the curriculum is implemented consistently well, including for specialist classes, early years and in personal, social and health education. Leaders should ensure that adaptations identified for pupils with special educational needs and/or disabilities are consistently implemented.
• Leaders should ensure that gaps in pupils’ foundational knowledge close quickly and securely, and that teachers’ checks on pupils’ knowledge are sharpened and misconceptions are identified quickly and tackled effectively.
• Leaders should ensure that all staff, especially in the early years, engage in high-quality interactions that deepen children’s understanding and vocabulary.
• Leaders should continue to tackle low level disruption that interrupts pupils' learning.

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