Lady Joanna Thornhill Endowed Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this cheerful and caring school. They are happy, and they are safe.

Pupils enjoy reading and sharing their learning with Maddie and Wolfie, the school dogs. Pupils form very positive relationships with one another. Older pupils buddy up with younger children, forming genuine friendships across the school.

Playtimes are joyful. Pupils use a variety of equipment that encourages them to explore their imagination through play. They are confident and develop their individual interests and talents well.

For example, pupils relish dance lessons in the school's dance studio and enjoy cooking in the kitchen classroom. They learn to play the ukul...ele in the music curriculum, and some perform in one of the school's rock bands.

The school has high expectations for pupils.

Pupils show interest and enthusiasm in what they learn. They take pride in their work. They learn the knowledge and skills needed to succeed across most subjects well.

Pupils are courteous and behave well. They are respectful of adults and one another. They have a clear voice in the school.

For example, pupils elected as subject champions work with teachers to refine the curriculum. Pupils contribute to the welfare of others through charitable work.

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

The school provides an ambitious and engaging curriculum.

The school's 'head, heart and hand' model ensures that the curriculum meets the needs and interests of pupils well. As such, pupils develop their knowledge, skills and enjoyment of learning successfully.

Leaders are highly effective in addressing the improvements needed to strengthen the quality of education.

They ensure that staff have the knowledge and expertise needed to deliver the curriculum well. Governors are diligent. They check that the school acts on the improvements needed.

While there have been a lot of refinements to the curriculum, leaders support staff to manage the workload well. This enables staff to focus their time in class.

Children in the early years achieve exceptionally well.

They are highly motivated to learn. Children show high levels of self-control. They are keen to explore challenges with interest and confidence.

Children learn how to read simple words and gain a clear understanding of number. Well-crafted play activities help children to secure knowledge that they learn in the classroom. This prepares them well for the transfer to key stage 1.

Pupils develop their reading and mathematical knowledge and skills well. Older pupils read widely and often. Teachers support pupils to develop the skills needed to become confident and fluent readers.

Pupils who struggle or fall behind with their reading are supported well to catch up swiftly. Pupils develop their mathematical knowledge well. While some pupils have not gained the fluency in multiplication knowledge in the past, the school has urgently addressed this.

As such, pupils are now quickly catching up.

Pupils gain the knowledge needed across most subjects well. They gain detailed knowledge in subjects such as geography and art and design.

They produce artwork of exceptional quality and detail. However, sometimes, pupils do not have the opportunity to complete activities in the depth they need. At times, teaching moves on before pupils have had a chance to secure the knowledge they have been taught.

As a result, pupils' learning in these situations is not as secure as the school expects.

Teachers carefully check what pupils know and understand. Teachers ask questions that deepen pupils' understanding.

Responses to these questions inform teachers where adaptations are needed to support pupils whose knowledge is less secure. Teachers swiftly identify the needs of pupils with special educational needs and/or disabilities (SEND). They adjust their teaching to ensure pupils with SEND learn confidently alongside their peers.

Pupils' behaviour is exceptional. They are attentive in class and interested in what they learn. Pupils know that in order to learn, they need to behave well.

Staff support pupils with SEND to regulate their behaviour well. The school has high ambition for the attendance of pupils. They support families to improve their children's attendance.

The wider opportunities on offer are fulsome. Pupils have a detailed understanding of human rights. The school's UNICEF Gold award reflects the commitment to the rights of the child.

Pupils enjoy a multitude of trips beyond the school and benefit from visitors to the school. These activities develop pupils' cultural awareness, strengthening their confidence and character exceptionally well. Staff go above and beyond to ensure that pupils' needs and interests are accommodated.

Pupils learn about their own mental health and speak confidently about the importance of the well-being of their peers. They readily discuss current issues and reflect on environmental issues in the news.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, such as science and history, sometimes pupils do not have the opportunity to complete activities in the depth that they need. This means that knowledge gained is too fragile and some pupils struggle to retain what they have learned. The school needs to ensure that all teachers follow the curriculum structure and sequencing to enable pupils to embed what they learn.

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