Pupils are proud and happy to attend this school where they feel happy and safe. They care for each other and know there are adults in school they can talk to if they have a problem. However, leaders have not ensured that there are effective systems for keeping children safe. When teachers have concerns about pupils’ welfare, these are not recorded as they should be. Pupils are enthusiastic about their learning in a wide range of subjects. They particularly enjoy opportunities to learn outdoors. Pupils benefit from a wide range of clubs which helps them to develop their individual talents. These clubs are well attended and include dance, choir, hockey, drawing and yoga. Pupils talk with excitement about educational visits such as a memorable trip to the Titanic Museum. Pupils describe their school as one where ‘everyone is kind and respectful to each other’. The vast majority of pupils behave well. They say that bullying is very rare and dealt with effectively by teachers if it does happen. Many parents told us how happy their children were at school. One parent said, ‘St Laurence is a positive and friendly place for my child to grow.’ What does the school do well and what does it need to do better? Leaders and governors have rightly identified the need to improve the teaching of reading in the school. They have introduced a new phonics programme to improve the teaching of early reading. This is not yet benefitting pupils because there is too much inconsistency in the way the new scheme is delivered. Leaders have not ensured that all staff teaching early reading have the required expertise. As a result, the teaching of reading in key stage 1 is not as effective as it should be. This is because learning is often too challenging for pupils, particularly those who already find reading difficult. The teaching of phonics is more effective in the early years. In all year groups, there has been a focus on reading for pleasure. Pupils talk with excitement about the books their teachers recommend or read to them. Teachers responsible for leading subjects have put in place broad and appropriate curriculum plans. They have considered how they intend to develop pupils’ knowledge from year to year. For example, pupils progressively build their locational knowledge and map skills in geography between lower and upper key stage 2. The sequencing of knowledge is sometimes less clear in key stage 1, including in mathematics. The school’s special educational needs coordinator carries out helpful assessments to determine the next steps for pupils with special educational needs and/or disabilities. As a result, teachers and teaching assistants are well informed about how to support each pupil. In the early years, children receive prompt and effective help when needed.