The Tynings Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders' high expectations for pupils' academic and personal development underpin the school's curriculum. Through plans and the life of the school, leaders promote inclusion and respect for diversity.

They have successfully prioritised pupils catching up on missed learning caused by the pandemic.

Parents are happy they chose this school. A typical comment that captures many is, 'The school has an incredibly warm and welcoming atmosphere.'

Parents value the wide range of after-school activities which extend their children's interests. Pupils are proud of the school's sporting successes. Year 6 has recently returned from a successful residential visit.
...r/>Good behaviour is a consistent feature of lessons. Pupils take a pride in their work. Pupils say that the vast majority of pupils follow the school's expectations of kindness and respect.

They are confident bullying is rare. However, the behaviour of a few older pupils can sometimes spoil lunchtimes for others. Leaders are tackling this.

Staff in the busy Reception classes get to know the children well. They encourage children to be independent and curious.

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

Leaders have revised the curriculum this year to further strengthen pupils' academic achievement.

They equally intend to deepen pupils' understanding of the world they are growing into. Teachers and pupils are enthusiastic about the new curriculum model. Leaders know they have still to check if all parts of the curriculum are equally effective.

Children in the Reception classes and pupils across the school learn particularly well in art and physical education. Pupils' knowledge builds carefully step by step. In art, for example, pupils' sketchbooks show how knowledge of drawing, painting and artists develops across the school.

By Year 6, pupils draw with confidence. There is a clear progression of knowledge in physical education. Children in the Reception classes show balance and control in their movements.

Year 2 pupils can handle a racquet accurately to successfully strike a ball.

Pupils, including those with special educational needs and/or disabilities (SEND), are successful in these subjects. Teachers focus on the important knowledge which will help pupils to learn more.

In a few subjects, including in the curriculum for the early years, the core knowledge is not yet planned specifically enough. Teachers then are not able to check that pupils have remembered all that they need to know. Vulnerable learners in particular sometimes struggle to retain new learning.

Pupils learn to read well and develop a love of reading. There is a real buzz in reading lessons. Pupils learn to read with expression and to understand the meaning of what they read.

Teachers recommend worthwhile books to pupils and parents. Families come into school to read with their children. Pupils love the prizes they have for reading widely.

Teachers make sure pupils know what they should about reading. Children in the Reception classes learn and practise reading with phonics. Across the school, teachers and skilled teaching assistants continue to develop pupils' phonics skills.

This helps pupils with SEND and other vulnerable learners catch up.

The teaching of mathematics is also well understood by teachers. Teachers check that pupils understand new learning.

In the Reception classes and key stage 1, teachers prioritise an understanding of number. This provides a firm foundation for pupils' future learning.

Leaders involve the school in the community.

Pupils have 'adopted' and support the local park. Teachers display pupils' work in the library and nearby shops. Pupils are learning to be good citizens.

They understand the school's values and how these relate to British values. Pupils learn about the importance of good and safe relationships. Children in the Reception classes learn how to 'build and fix' relationships in their 'We are builders' theme.

Through the curriculum, teachers extend pupils' understanding of different cultures. For example, pupils carried out their own 'St Paul's Carnival'.

This is an inclusive school.

The well-respected inclusion team is vigilant in ensuring the well-being of pupils with SEND. Leaders have prioritised pupils' mental health. Good pastoral care helps particularly those pupils who need support with their behaviour.

The staff team share a strong sense of purpose. They feel well supported by leaders professionally and personally. Governors make a significant contribution to the leadership of the school.

They challenge leaders and challenge themselves to improve what the school offers to the community.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have developed a strong culture of safeguarding.

They make safeguarding checks on all adults who have access to pupils. Governors keep a robust oversight of safeguarding. Staff have up-to-date training, are vigilant and record any concerns promptly.

The inclusion team and family support worker provide direct help for families. Leaders work closely with a range of external agencies. They are confident to report concerns when needed.

Pupils have age-appropriate guidance on using the internet. They learn how to keep themselves safe when out and about in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Essential knowledge has not been identified clearly enough in a few subjects.

Teachers are then not sure about what to prioritise. On occasions, plans are overloaded or activities do not promote secure learning. Leaders should ensure that all aspects of the curriculum, including for the early years, enable pupils to learn what they should.

• In some subjects, assessment is not yet fully linked to what pupils are expected to know. Teachers cannot then identify when pupils, particularly those who are vulnerable, have not understood or retained expected knowledge. Leaders should ensure that assessment builds a picture of what pupils know and what they need to learn next.