Leechpool Primary School

What Ofsted said

From the inspection on 12 June 2024

Pupils benefit from many opportunities that broaden their understanding of the world. They appreciate these experiences, are open-minded, and welcome different cultures. Pupils are particularly proud of their roles as pupil leaders. Pupils relish the broad range of clubs that provide opportunities to nurture and explore their talents and interests. Pupils' behaviour is mixed. Younger pupils at break and lunch play together with positivity and kindness. However, older pupils do not consistently demonstrate the same respect towards others. Mabel, the school dog, is a much-loved part of the school's emotional support for pupils. Pupils appreciate the school's efforts to support them. However, a few pupils are not confident that staff listen and take effective action if they have concerns. The youngest pupils feel a sense of positivity and love for their school experience. This is not as consistently strong for older pupils. In some subjects, the school's ambition for learning is clear. In these areas, pupils flourish. Pupils relish creative opportunities in music, regularly composing and performing ambitious pieces. Pupils feel a huge source of pride from their experiences competing and collaborating in physical education. However, pupils' experience across the rest of the curriculum is variable. This means that overall, pupils' learning is inconsistent.

What the school should improve

• The curriculum design in some subjects lacks precision and is implemented inconsistently. This means that pupils do not learn as well as they could. The school must ensure that the key knowledge and skills are precisely identified, and that staff are accurate in checking pupils' understanding.
• The school's approach to managing pupils' behaviour is variable. This means that some pupils' behaviour disrupts learning. The school should support staff to promote positive behaviour to enable all pupils to focus on learning.
• Disadvantaged pupils do not attend often enough. This means they miss out on key learning and do not achieve as well as they could. The school should redouble its efforts to promote good attendance so that all pupils, including those who are disadvantaged, are fully prepared for their next stage of education.
• The school's oversight of improvement work lacks precision. This means that the school does not have an accurate view of the impact of new initiatives. The school should ensure that the impact of new strategies is fully evaluated to ensure they are having the desired effect.

Read the full Ofsted report (opens in a new tab)