Lightmoor Village Primary School
phone: 01952 387620
headed by: Mrs Jane Siddons
210 pupils capacity: 82% full
90 boys 52%
80 girls 47%
Last updated: June 20, 2014
Primary — Community School
- 0.8 miles Captain Webb Primary School TF43DU (326 pupils)
- 0.8 miles The Phoenix School TF43DZ
- 1 mile Dawley Church of England Primary School with Nursery TF43AL (213 pupils)
- 1.1 mile Aqueduct Centre TF43RB
- 1.2 mile William Reynolds Infant School TF75QW
- 1.2 mile William Reynolds Primary School TF75QW (404 pupils)
- 1.2 mile Aqueduct Primary School TF43RP (237 pupils)
- 1.2 mile Southall School TF43PX (141 pupils)
- 1.2 mile Phoenix Academy TF43JS (625 pupils)
- 1.3 mile Hinkshay School TF31DG
- 1.3 mile Mount Gilbert School TF43PP (40 pupils)
- 1.3 mile Castle Homes Upper Forge NN146BQ (5 pupils)
- 1.3 mile Madeley Academy TF75FB (1086 pupils)
- 1.4 mile Woodside Junior School TF75NW
- 1.4 mile Woodside Infant School TF75NW
- 1.4 mile Ladygrove Primary School TF42LF (279 pupils)
- 1.4 mile Coalbrookdale and Ironbridge CofE Primary School TF87DS (218 pupils)
- 1.4 mile Woodlands Primary School TF75HX (438 pupils)
- 1.4 mile Abraham Darby Academy TF75HX (999 pupils)
- 1.5 mile Abraham Darby Specialist School for Performing Arts TF75HX
- 1.6 mile Madeley Nursery School TF75ET (91 pupils)
- 1.6 mile Brindleyford Primary School TF31QD
- 1.6 mile Malinslee Primary School TF42JF
- 1.7 mile St Leonard's Infant School TF42ED
|Inspection date(s)||15–16 March 2012|
Lightmoor Village Primary School
|Unique reference number||135244|
|Local authority||Telford and Wrekin|
|Inspection dates||15–16 March 2012|
|Lead inspector||Keith Shannon|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||110|
|Appropriate authority||The governing body|
|Date of previous school inspection||Not previously inspected|
|School address||Lightmoor Way|
|Telephone number||01952 387620|
|Fax number||01952 387620|
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|Keith Shannon||Additional inspector|
This inspection was carried out with two days' notice. The inspector observed 11
lessons; five of these were carried out jointly by the inspector and senior staff. All
five classroom teachers were observed teaching. Meetings were held with groups of
pupils, members of the governing body and staff. The inspector took account of the
responses to the on-line questionnaire (Parent View) in planning the inspection,
observed the school’s work, and looked at the plans for improvement, assessment
information, lesson plans, the school’s monitoring information and a range of school
policies. He also analysed questionnaires received from 44 parents, as well as those
from pupils and staff.
Information about the school
This is a smaller-than-average-sized primary school. It is growing rapidly. The large
majority of pupils are of White British heritage. A very small number of pupils speak
English as an additional language. The proportion of disabled pupils and those with
special educational needs, including those with a statement of special educational
needs, is below average. The proportion of pupils known to be eligible for free school
meals is broadly average. The school opened in September 2010 with 43 pupils.
Apart from the headteacher, the school has five full-time teachers. Pupils in Key
Stage 2 are taught in two mixed-age classes. There are plans to create separate year
groups as the number of pupils increases. Apart from the children who start in the
Early Years Foundation Stage, all other pupils have transferred from other school by
choice, or, have moved into the newly created village. The school meets the current
floor standard, whereby the government sets the minimum expectations for
attainment and progress.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. It is not outstanding because the more-able pupils are
not making as much progress as they could. Leaders and managers are
successfully developing all aspects of this new school and have high aspirations
for its future development and improvement.
- Pupils achieve well and most make good progress although there are times
when more could be expected of the more-able pupils. Pupils become confident
readers because there is a consistent approach to the teaching of phonics and
- Teaching is good. Where lessons fall short of outstanding or good, it is often
because of a lack of opportunities for the more-able to make rapid progress
through independent work at a challenging level. The excellent facilities and
stimulating learning environment in the Early Years Foundation Stage,
combined with the highly skilled staff, ensure the children do well.
- Pupils have a strong understanding of right and wrong, behave well and have a
deep appreciation and enjoyment of school life. Pupils’ personal development is
good because they are encouraged to see their potential and are given the self-
confidence to work hard and aim high. They develop high expectations of both
the school and themselves.
- The school’s early progress has undoubtedly been brought about by the diligent
efforts of staff. They have been guided by the dynamic leadership of the
headteacher and deputy headteacher. The governing body has only recently
been formed. It satisfactorily supports the school but has not developed a
strong enough approach to holding the school to account for its performance.
What does the school need to do to improve further?
- Raise the attainment of more-able pupils by ensuring that all lessons:
provide challenging tasks that motivate them to achieve highly
contain clear guidance on how to extend their learning
develop pupils’ higher-level problem solving and independent learning
encourage more interaction and questioning.
- Develop the skills of the governing body to hold the school to account by
creating opportunities for governors to attend appropriate training.
Achievement of pupils
The skills and understanding of children on entry to Reception are generally below
expectations. They make good progress in reading, writing and mathematics because
these skills are reinforced every day. The well-organised environment provides a
wide variety of opportunities for the children to develop their skills through activities
that the teacher leads and those they choose themselves.
Pupils in Years 1 to 6, including disabled pupils and those with special educational
needs, make good progress. As a result, the attainment of the very small number of
pupils in Year 6, last year, was above average. Pupils make good progress in reading
and reach average standards by the end of Year 2. Their confidence grows through
lessons in Years 3 to 6 so that reading standards are above average by the end of
Year 6. The pupils’ spoken language is good. This is due to the many opportunities
provided throughout lessons to share ideas, act out short plays and develop debating
skills. The quality of learning observed in some lessons was outstanding, with pupils
working purposefully, with pace and often achieving above the level expected. There
is a good working relationship between pupils and their peers, and also between
teacher and pupils. This was exemplified in an outstanding Year 5/6 literacy lesson
when pupils were engrossed in the ideas presented by the teacher, and made
considerable gains in their ability to hypothesise, question and debate.
As a new school with an increasing population, several pupils join the school during
the course of the year, often with a range of differing skills and abilities. They make
good progress because the school is welcoming and ensures that those with
particular needs are supported through careful individual planning. The highly skilled
teaching assistants provide good support throughout the school. Parents are
welcomed and expected to take a keen and active role in their child’s learning. A
number spoke to the inspector and all were full of praise for what the school is doing
for their children. This was further substantiated in the questionnaires returned.
Pupils made particularly good progress when teachers challenged them with high-
quality questioning and encouraged them to take greater responsibility for their
work. On occasions, however, lessons do not focus sharply enough on learning for
the more-able because challenging problem solving and developing independent
learning skills are not given a high enough priority. Consequently their learning is not
always fully engaging. Nevertheless, pupils learn well in all subjects. Effective use of
computers and other technologies to aid learning, research and presentation, are
common throughout the school. The skilled use of cross-curricular work enhances
the pupils’ ability to develop learning further.
Quality of teaching
The setting of targets that are ambitious are welcomed and understood, especially by
older pupils. Completed questionnaires from pupils and parents rightly state that
teaching is good. There are high expectations upon teaching and support staff to
ensure that lessons are interesting, paced correctly and matched to pupils’ needs.
Teaching assistants support pupils’ learning well, often teaching smaller groups with
good interaction. They check understanding with questioning that leads pupils to
think carefully about the topic. They contribute well to the assessment of individual
progress and needs, ensuring, with the class teacher, that lessons are planned
effectively. In outstanding lessons pupils are consistently reminded of their individual
learning targets as they begin independent work. As a result, pupils are sharply
focused on achieving their medium-term targets and make rapid progress.
A variety of approaches are used by the teachers, including questioning to draw
pupils into activities, the use of talking partners, creative and structured role play
and careful attention to individual needs. In an outstanding lesson in the Reception
class, emphasis was placed upon correct pronunciation of sounds and words,
through a wide variety of activities that engaged each child. Children decided for
themselves how much time to spend on each activity, and made rapid progress in
developing speaking and reading skills. One child said that a word picked out was
‘reception’; when asked how she knew, she said it was ‘because it is the same as the
word on our class door’.
Reading, spelling and speaking skills are frequently reinforced through interesting
tasks in a wide range of subjects. Opportunities to enhance learning are rarely
missed; for example, registrations are often taken in different languages each day.
Rich displays stimulate and support learning. Pupils are given time to reflect, and to
share and debate ideas. This successfully promotes pupils’ self-confidence and their
spiritual, moral, social and cultural development, which is also enriched by work on
other cultures and faiths, and the ecology groups run by the pupils.
Behaviour and safety of pupils
The pupils are happy to attend school. They arrive on time for the start of the day
and are ready for the start of each lesson. The rate of attendance is well above the
national average. The questionnaires returned by pupils and parents show great
satisfaction with relationships and that children feel safe in school.
The behaviour of pupils is good. They are attentive, concentrate well and persevere
to complete the tasks they are set. School records show a very few low-level
disputes between pupils, and record the appropriate actions and outcomes that
followed. The bullying records show very occasional name calling. There is no
evidence of cyber, racist or physical bullying. A small minority of parents expressed
concern about aspects of behaviour, although the pupils made clear in conversations
that they were happy to be in this school and did not see bullying as an issue. The
inspector, taking account of a range of views and evidence in school records, found
behaviour over time to be good.
The positive ethos within the school allows the pupils to gain confidence and share
ideas. For example, a group of pupils wish the school to gain an ‘ECO Award’ and
have already begun to work in the school explaining, and persuading, what each
person can contribute to this. ‘Playground Buddies’ have been appointed, with
Pupils overwhelmingly feel safe. They are taught effectively about internet safety and
are aware of all types of bullying, for example, cyber bullying. They understand
about outside dangers. The school grounds enable many types of play, and pupils
are considerate to others whilst taking part in playground activities.
Leadership and management
All staff and the governing body share a determination to create an exciting school
that seeks to reach the highest standards of attainment. The headteacher
communicates high aspirations clearly and persuasively so that all staff have a
shared sense of direction and feel part of a successful team. The senior team uses its
excellent coaching and mentoring skills to offer constructive advice and training. This
is especially shown by the development of the newly qualified teachers. The team
uses highly effective teachers particularly well to extend and share good practice,
including opportunities to observe exemplar lessons. In this way, the quality of
teaching and learning is good and improving. Staff induction is clear and consistent.
Progress for all groups of pupils, given their different starting points, is broadly
similar, indicating that the school’s commitment to equal opportunities is translated
effectively into practice.
The Early Years Foundation Stage is managed and led well, with excellent
relationships with parents. The information provided to parents about progress and
how to assist their child’s learning is of a high standard. The staff in this area work
cohesively and with great effect.
The governing body is passionate about the school and, though inexperienced due to
being recently formed, is increasing its ability to hold the school to account for its
work. However, governors do not yet have the range of skills they need to carry out
this task rigorously. The governing body fulfils all legal requirements, and all
safeguarding arrangements were found to be compliant and effective at the time of
School leaders have ensured that the curriculum successfully promotes pupils’
spiritual, moral, social and cultural development. The school is inclusive and
individual needs are considered very specifically, and the school works closely with
parents and carers to support their child through carefully crafted individual support
plans. The school forms excellent relationships with families and works well in
partnership with external agencies and its partner schools to secure extra support for
those pupils who need it. At the time of the inspection, there was no evidence of any
discrimination, and this is supported by data kept by the school. The school
promotes equality for all pupils through sophisticated monitoring and timely support.
Despite being a good school, there is no complacency. Leaders know exactly what
actions to take next as a result of thorough systems of school self-evaluation. This,
coupled with the strong gains in pupils’ progress in their short time at the school and
very high staff morale, means the school’s capacity to improve further is good.
and pupils are rightly proud to be members of this community.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
19 March 2012
Inspection of Lightmoor Village Primary School, Telford, TF4 3EG
Thank you for the lovely welcome you gave me when I recently visited your school.
It was a most enjoyable two days meeting with you and seeing your school. Your
school is a good school, and you should be proud of it. These are some of the things
I found out about your school.
- You make good progress through the school and achieve well. Those pupils in
Year 6 are attaining similar results to those in most other schools. This shows
the good teaching you get and how hard you all work.
- Everyone at the school take good care of you, and you told me how safe and
happy you are to be in Lightmoor Village Primary School.
- Your headteacher and staff know how to make sure that your school continues
- Your behaviour is good and you care about one another.
To help the school improve further I have asked those who lead and manage the
school to do three things.
- Make sure that more of you, especially the more able, are able to access work
that will enable you to reach your potential.
- Give opportunities for you to learn things on your own.
- To help the governors learn new ways of making your school even better.
I hope you will help them achieve this, and support your teachers by helping new
pupils to settle into the school quickly.