St Nicholas Church of England Primary School, Tillingham

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly and purposeful school. Pupils are courteous and polite.

They play together in their free time in a calm and happy way. They treat each other and adults nicely. Pupils across the school demonstrate positive attitudes.

Older pupils, in particular, are grateful for the changes the school has made this year to significantly reduce poor behaviour and enhance their education. Lessons proceed free from disruption and pupils work well.

Bullying has happened in the past but is now rare.

Pupils are confident that if it did happen, adults would deal with it well. They have adults in the school they can talk to if they are worried about someth...ing.

Leaders, the trust and staff share high expectations.

This is evident in all aspects of the school. As a result, pupils learn well across the different subjects they study. They understand the school's values, such as to respect one another.

They learn about different religions and cultures and know to treat those who are different from themselves well.

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

In 2023, pupils did not achieve as well as they should have. This was because there were lots of staff changes and an inconsistent approach to teaching.

Standards of behaviour were not good enough. The school and trust have taken direct and effective action to address this. Pupils now learn well.

The school has transformed behaviour. Pupils listen and work well in lessons. They respond appropriately to adults' guidance.

They treat each other with respect. This has come about because the school now insists on high standards of behaviour from everyone.

Some pupils' special educational needs and/or disabilities (SEND) have, in the past, hindered their ability to behave appropriately.

The school has dealt with this well. They have identified what pupils' specific needs are and put support in place which helps them. These pupils listen and learn well alongside their peers.

The school has overhauled the curriculum. They have rapidly and highly effectively brought in a new approach to teaching phonics. They have trained staff to use this approach well.

They make sure the books pupils read match the sounds they know. They have made sure pupils who fell behind in the past have caught up, or are doing so rapidly now. As a result, pupils are learning to read fluently and well.

Similarly, the school has changed the way in which mathematics is taught. Teachers have been trained to use the existing curriculum plans well. They do so.

As a result, pupils' understanding of mathematics is now much better than 2023 outcomes indicated.

Other aspects of the curriculum are equally reformed. Across all subjects, clear documentation sets out what teachers should teach and when.

Teachers use this information effectively to teach pupils what they need to know. Pupils are now learning what they should in different subjects. In subjects other than English and mathematics, these approaches to the curriculum are quite new.

Pupils are now learning what the school intends them to. However, at this stage, there has not been time for pupils to learn a deep body of knowledge in these subjects.

The school teaches children in the early years well.

The school has successfully brought in a new curriculum here too. Adults have had time to use this to good effect to ensure children learn what they need to. Through a mixture of direct teaching, independent play and guided activities, children develop the skills and knowledge they need to be ready for Year 1.

The school pays careful attention to pupils' personal development. There is a wide range of extra-curricular activity for pupils to participate in, including sports clubs and competitions, musical activities, and trips, such as to the Christmas pantomime. The school monitors who attends which activities.

They encourage and enable pupils with SEND, and pupils who are disadvantaged, to attend these activities. As a result, attendance from these groups of pupils is high.

Attendance was, in the past, low.

Leaders look in detail at the reasons for pupils' absences on a weekly basis. They take action to improve the attendance of pupils when it is not as high as it should be. This approach is driving up attendance and reducing the level of persistent absenteeism.

Leadership is a notable strength. The trust improvement board closely monitors and challenges school and trust leaders on their work. They have an in-depth understanding of the school's strengths and ongoing developments.

Together, school leaders, trust leaders and the trust improvement board have brought about rapid and sustained improvement. This is having a clear, positive, impact on pupils' education and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In subjects other than English and mathematics, curriculum plans are new. As a result, pupils have not learned a detailed body of knowledge of these subjects over time. The school needs to make sure these curriculums have the positive impact they intend over time.