Temple Grafton CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this welcoming school.

They describe it as a friendly place. The school is at the heart of this village community. There is a shared understanding of the school's vision.

This is evident when talking to pupils, staff and other members of the school community.

Pupils feel safe. Professional relationships are strong between adults and pupils.

Pupils say that adults listen to them and support them with any worries. Staff understand pupils' individual needs well. The school supports pupils' well-being effectively.

The school has high expectations. There is ambition to provide the best education possible for pupils. Most pu...pils behave well and demonstrate positive attitudes to learning.

Pupils' attendance is tracked rigorously. As a result, pupils attend well. Children get off to a positive start in the early years.

Routines are established straight away. This helps children to settle quickly when they start school.

Pupils take on meaningful leadership roles in the school.

They value having the opportunity to make a difference. For example, Year 6 'buddies' support early years children to settle into school. Pupils who are members of the school council are elected democratically by their peers.

They make suggestions on how to improve the school and act as a voice for other pupils.

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

The school has designed a broad and ambitious curriculum. It is sequenced well to ensure that pupils build their knowledge over time.

In some subjects, pupils can discuss their recent learning in depth. For example, Year 6 pupils can discuss their learning about forces in science. They show a well-developed understanding of how to design and carry out a scientific investigation.

In mathematics, pupils develop strong foundational knowledge. The school has focused on developing pupils' fluency. This has increased pupils' confidence in recalling number facts and multiplication times tables.

However, in some subjects, pupils find it more difficult to make links between their current and previous learning. When this is the case, pupils do not build their knowledge as well as they could.

The curriculum starts in the early years.

It supports children to develop their understanding in all areas of learning. They settle quickly, enjoy their learning, and form positive relationships with each other. Children learn to interact with each other and develop their independence.

The learning designed for the children matches their abilities and interests. This means that children remain focused and develop resilience. Children learn confidently both inside and in the outdoor setting.

Staff adapt their teaching of the curriculum so that all children learn successfully. Children develop confidence from an early age.

Reading is at the heart of the curriculum.

Pupils begin to learn to read as soon as they start school. The reading curriculum is well-organised and sets out what pupils should know and by when. All staff have the expertise to ensure that there is a consistent approach to the teaching of phonics.

The school regularly checks pupils' phonics knowledge and identifies those who need extra support. These pupils receive the help they need. Reading books match pupils' phonics knowledge accurately.

This supports pupils to read with fluency. Teachers read and discuss high-quality texts with their classes. As a result, pupils develop their reading skills and a passion for reading.

The school has developed an inclusive environment. The number of pupils with special educational needs and/or disabilities (SEND) has recently increased. The school ensures that pupils with SEND participate in all aspects of school life.

However, learning is not always sufficiently adapted to meet the needs of pupils with SEND. As a result, sometimes pupils with SEND do not learn the curriculum as well as they could.

At social times, pupils of all ages play well together.

They show care and consideration towards each other. As a result, playtimes and lunchtimes are enjoyable for all. Most pupils know how to behave well and demonstrate positive attitudes to learning.

However, this is not consistently the case. Where expectations are not high enough in lessons, low-level disruption sometimes impacts on pupils' learning.

Pupils learn a well-devised personal development programme.

This is designed to prepare them for life in modern Britain. Pupils are taught how to stay safe online and in the wider community. They understand about healthy relationships and know what it means to be a good friend.

Pupils describe the school as friendly and kind. They are encouraged to demonstrate tolerance and respect to others. Pupils enjoy the many extra-curricular clubs, trips and enrichment opportunities on offer.

Trust leaders and local governors understand their roles well. They provide effective support and challenge to the school. They manage resources well and hold the school to account to bring about improvement.

The trust prioritises developing staff expertise. This is valued by staff, who enjoy working at the school.

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, teaching sometimes does not sufficiently support pupils to recall their prior learning. When this is the case, pupils cannot connect what they are currently learning with what they have learned previously. The trust should ensure that the curriculum supports pupils to consistently recall prior learning and deepen their understanding of what they study across the full breadth of the curriculum.

• In some lessons, adaptations to learning are not precisely matched to the needs of pupils with SEND. This means that pupils with SEND sometimes do not build their knowledge as well as they could. The trust needs to ensure that learning is adapted when necessary to enable all pupils, including those with SEND, to progress as well as possible through the curriculum.

• On occasion, the school's expectations for behaviour are not consistently high. As a result, low-level disruption in class sometimes impacts on pupils' learning. The trust needs to ensure that expectations for behaviour are constantly high in all lessons to enable all pupils to learn effectively.