Tanfield School

Highlights from Latest Inspection

What is it like to attend this school?

There is a strong sense of community at Tanfield School. Pupils and staff talk proudly of being part of 'Team Tanfield'.

The school's values of hard work, trust and fairness are understood by pupils and lived out every day. There are extremely high expectations of pupils. Staff share an unwavering determination to ensure that every pupil achieves their full potential.

Pupils experience great success. Pupils, including disadvantaged pupils, achieve very well in public examinations.

Pupils' behaviour is exemplary.

They are taught to 'play by the rules' and they do. They are polite, courteous and welcoming to visitors. Pupils conduct themselves with imp...ressive levels of maturity and self-control in lessons and around school.

As a result, lessons are highly productive and free from distractions. Pupils are very happy at the school. They are confident that the school will respond quickly if they have any concerns.

The school offers pupils an exceptional programme to support their personal development. The opportunities that the school provide inspires pupils to learn more, take risks, be resilient and explore the world. Pupils are proud of the many ways they support their school and local community.

The school is highly inclusive. Diversity is celebrated.

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

All pupils, including pupils with special educational needs and/or disabilities (SEND), follow an ambitious curriculum.

The school has carefully sequenced the important knowledge and skills that pupils should learn over time. For example, in English, pupils learn about increasingly complex ideas relating to power, gender and genre. They use these ideas to produce high-quality written work.

Teachers have secure subject knowledge. The school has worked effectively with the trust when there has been a need for further subject specialists. Lessons consistently begin with retrieval tasks to help pupils remember what they have been taught before.

Teachers use highly effective resources in lessons to support pupils' learning. Pupils with SEND are supported well. Teachers are provided with detailed information about pupils' needs.

They use this information to ensure pupils with SEND achieve well.

Teachers assess pupils through 'active observations' in lessons. On occasion, teachers do not identify and address pupils' misconceptions fully.

Pupils are given opportunities to 'turn and talk' in lessons. There is some variation in how effective these opportunities are in helping pupils to embed and develop their understanding.

The school has prioritised reading.

Pupils enjoy reading for pleasure during morning meetings. The school has recently developed the school library. The school quickly identifies pupils who need extra support with their reading.

An effective programme is in place to help these pupils to catch up.

Pupils' conduct is impeccable. Expectations and routines are embedded consistently well.

Pupils move around the school site maturely and sensibly. The quality of pastoral care is a strength of the school. Pupils are cared for deeply.

Staff know families very well. This allows them to respond quickly and effectively if there are concerns. Pupils attend well.

The school tracks pupils' attendance rigorously and takes swift action if it begins to falter.

The school's personal development programme is impressive. The school has taken action to ensure that all pupils, including pupils with SEND, benefit from wide-ranging opportunities that support their wider development.

For example, pupils can learn sign language and robotics and can volunteer in the school and local community. They can develop their talents in sport and the arts. Pupils value the opportunity to learn more and develop skills in teamwork, communication and leadership.

Outward-bound trips and international expeditions support pupils' character development and resilience. Pupils enjoy leadership roles such as reading ambassadors, head students and peer mentors. Pupils are taught effectively about healthy relationships.

They understand how to stay safe online.

The school is led very well. The senior leadership team is highly skilled.

Leaders have had a demonstrable impact in improving standards. They are driven by a moral purpose to ensure all pupils achieve success. Staff morale is high.

Leaders support staff with their workload and well-being. For example, the school has adjusted its approach to marking. There is now a greater focus on providing feedback to pupils during 'active observations' when they work.

Trustees and governors are committed to the school. They have an accurate understanding of its strengths and priorities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are some inconsistencies in the way the curriculum is implemented. This means that on occasion, in lessons, pupils do not get the opportunity to embed, apply and deepen their learning. The school should further develop the ways pupils discuss new concepts deeply to support their learning and ensure that teachers consistently identify and address any misconceptions that pupils have.