The Lyppard Grange Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils enjoy being part of the Lyppard Grange school community. They arrive happily each morning, often greeted by staff and Oswin, the school dog. This warm welcome ensures that they are ready to start the day. Pupils build positive relationships with staff and each other. This helps them feel included and valued in daily school life. Pupils engage positively in their learning and gain the knowledge and skills they need for the next stage of education. In mathematics, pupils enjoy using the school’s ‘twist it’ approach to deepen their understanding by exploring different ways to solve problems. Pupils also enjoy developing a love of reading through the ‘100 books’ challenge. They proudly collect rewards as they read more. Regular ‘writing magic’ sessions help pupils improve their spelling, handwriting and editing, so they write with increasing confidence and accuracy. Pupils are clear about behaviour expectations and say that staff help them to understand and make the right choices and resolve difficulties. They behave well in lessons and around the school. They follow routines, concentrate on their work and work well with others. At playtimes, pupils enjoy a range of activities and interact respectfully. Pupils understand what bullying is and say that staff deal with any issues quickly and fairly. They attend regularly and understand the importance of being in school. Pupils agree that adults listen to them and provide help when needed, which helps them feel safe and well supported. Pupils value the wide range of opportunities beyond the classroom. Many learn an instrument, such as the piano, saxophone or violin. They enjoy visiting farms, historical locations and museums that help to enrich their learning. Pupils enjoy contributing to the community by growing vegetables for a local charity. These experiences help pupils develop responsibility and a sense of belonging.

What the school should improve

• Leaders should ensure that adaptations for pupils with special educational needs and/or disabilities are implemented consistently beyond core subjects so that pupils can be even more successful in their learning.
• Leaders should continue to embed the teaching of handwriting, spelling, punctuation and grammar so that all pupils, particularly older pupils, write with greater accuracy and automaticity.
• Leaders should ensure that opportunities to deepen understanding are consistently embedded across the wider curriculum so that all pupils, and particularly those who are higher attaining, can extend their knowledge further.

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