Ark Tindal Primary Academy

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The headteacher of this school is Hayley Francis.

This school is part of Ark Schools, a multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lucy Heller, and overseen by a board of trustees, chaired by Sir Paul Marshall. There is also a regional director, Gail Peyton, wh...o is responsible for this school.

What is it like to attend this school?

This school has a warm and welcoming atmosphere. The school's expectations for pupils' behaviour and achievement are extremely high. Pupils rise to meet these expectations.

All pupils benefit from the aspirational curriculum, enriched with purposeful and relevant experiences. Staff are driven by a shared ambition for all pupils to be able to speak eloquently and become self-assured learners.

The school's values of 'ambition, resilience and respect' permeate all aspects of school life.

Pupils behave exceptionally well in lessons and during social times. They demonstrate high levels of respect, kindness and empathy towards one another. Pupils display very positive attitudes to their learning.

Pupils enjoy coming to school and attend well. They typically say, 'nobody gets left behind'. They are encouraged to celebrate their own and others' achievements, which helps them to grow in confidence.

Pupils excel in their various leadership roles. They also love spending time with Phoebe, the much-loved dog, as well as Tango the tortoise and the chickens that live in the science garden.

Pupils feel safe at school.

Incidents of bullying are rare and dealt with quickly. Pupils are very knowledgeable about risks to their safety when online. They know when and how to seek help if they feel worried or upset.

What does the school do well and what does it need to do better?

The school has developed an aspirational curriculum that is designed meticulously to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). Staff identify the key knowledge that they want pupils to know. Teachers design learning activities that skilfully build on what pupils already know.

Teachers pay close attention to identifying and remedying any gaps in knowledge that pupils may have.

Staff create an environment where every pupil receives the academic and pastoral support they need to thrive. This begins from the moment children start in Nursery.

This ensures that pupils have the best possible chance to succeed. Pupils achieve highly, which is reflected in the published outcomes and the way pupils express clearly what they know and remember.

Reading sits at the heart of the curriculum.

The school excels in making sure that pupils become confident and fluent readers. Beginning in the early years, staff deliver the phonics programme with expertise and precision. The books that pupils read are matched carefully to the sounds that they know.

The school puts timely and effective additional support in place for pupils who need it. Pupils love to read the range of books that are available from the library. These books reflect their interests and the diversity of the school.

The mathematics curriculum is equally ambitious. This begins in the early years, where staff expertly support children to understand number and shape. Teachers present information clearly and model examples.

This helps pupils to understand what they need to do to be successful. Teachers use appropriate questioning to ensure that pupils' knowledge builds over time.

The school has designed the wider curriculum to enable pupils to make links with their learning.

For example, pupils describe the distinctive styles of art that they have studied and the techniques used, as well as explaining the historical context for each period of art. This ensures that there is real depth to pupils' learning and understanding.

Staff quickly identify and successfully meet the needs of pupils with SEND.

Staff are highly trained and knowledgeable. This shows in the way they carefully adapt activities and guide pupils to learn the same curriculum as their peers. There is a strong culture of inclusion.

The school's programme for pupils' personal development is highly effective and woven through all aspects of the curriculum. The school promotes positive mental health and offers help to those in need. One of the school's many strengths is how it empowers pupils to be effective advocates for themselves and others.

To support character development, each class is named after a virtue, for example, empathy, courage and gratitude. Pupils in each class are ambassadors for their virtue so that they can learn from each other. There is a culture of inclusion and respect for different world views that permeates the school.

Parents and carers are typically fulsome in their praise for the school. Many commented on the dedicated staff, family feel and high-quality pastoral care.

There is a strong culture of teamwork across the school.

Ongoing staff development is prioritised. Staff feel valued and appreciated. The trust and those responsible for governance have a thorough understanding of the school.

Leaders at all levels constantly seek ways to refine the school's offer in their unwavering commitment to providing the best education for all.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in October 2014.