Thomas Bullock Church of England Primary and Nursery Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this friendly and welcoming school. Despite changes in leadership and staffing, pupils learn and achieve well across the curriculum.

Almost all pupils behave well in lessons and show positive attitudes to learning. They like their teachers and respond well to high expectations of behaviour. Learning is rarely disrupted.

Pupils are polite and considerate to one another. They told us that bullying and acts of unkindness are rare. Any incidents are sorted out quickly.

Pupils understand the school's values. This contributes to a culture where pupils want to do their best in all respects.

Pupils are proud of opportunities to take on... responsibilities, such as helping in lessons, being library monitors or taking part in the school council.

All classes have grown vegetables in the school farm, which have been sold or used for meals. Pupils have lots of opportunities to take part in sporting activities and competitions. Pupils enjoy a wide range of clubs and visits that add to what they learn in lessons.

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

School leaders are keen for pupils to do as well as they can. Despite changes in leadership, the focus has remained improving the quality of education. The Diocese of Norwich Education and Academies Trust (the trust) has provided much needed stability at this time.

Alongside leaders and governors, the trust has raised expectations of staff. Staff have responded positively. They feel valued, well led and have embraced opportunities for training and development.

As a result, teaching and pupils' work are of a good and improving quality across the curriculum.

Children in Reception make a good start to their education. They respond very well to adults' consistently high expectations.

Children play and learn well together. Adults teach the skills of early reading, writing and mathematics effectively. They thoughtfully plan activities in all areas of the curriculum that grasp children's interests.

We saw this in a topic on space, when children were enthused and very inquisitive. Children achieve well and leave Reception ready for learning in Year 1.

Adults teach reading consistently well across the school.

Teachers ensure that pupils develop and use their phonics skills confidently. They also teach the skills pupils need to fully understand what they read. Pupils told us how teachers encourage them to read for pleasure.

Many do so regularly, in school and at home.

Pupils develop the skills and ability to write for different purposes effectively, over their time in the school. They use these skills to good effect in other subjects to produce written work of the same good quality as that in their English books.

Leaders have thought carefully about what pupils need to learn in different subjects. Subject plans set out the knowledge that pupils should learn in a logical order. This helps pupils build on what they know already.

Some parents would like more information about what their children will learn.

In mathematics, leaders have taken effective action to improve some of the weaknesses in the curriculum and pupils' learning. They have provided training to help teachers plan learning that better meets pupils' needs.

This is helping to ensure that pupils understand the basic mathematics knowledge they need before moving on to harder tasks. However, occasionally teachers are still setting tasks that are too hard. This slows pupils' learning.

Teachers adapt activities for pupils with special educational needs and/or disabilities (SEND). They ensure that these pupils access the full curriculum, achieve well and enjoy their learning.

Teachers have the knowledge needed to teach the full range of subjects well.

They regularly check pupils' understanding in lessons. However, teachers' use of assessment in foundation subjects is underdeveloped. Teachers do not check on what pupils know and can do in these subjects as well as they can in English and mathematics.

Pupils understand the school's values of courage, thankfulness, perseverance, respect, compassion and responsibility. These contribute to a friendly, caring atmosphere and good behaviour. Pupils value learning and attend well.

They know why they learn about others' beliefs and cultures. Pupils learn that they should treat everyone equally and with respect. There are many trips that pupils enjoy.

Pupils participate in music and sports activities and support the local community and charities. These contribute strongly to pupils' personal development.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, governors and the trust ensure safeguarding has the highest priority. Staff receive regular training and updates to keep their knowledge up to date. They are confident to identify and pass on concerns.

The designated safeguarding leader makes referrals to outside agencies promptly, so that pupils and their families get any help that they need. Leaders ensure that they carry out the checks required before someone works in the school. The record of these checks is accurately maintained.

Pupils learn to keep themselves safe from harm. Visitors, from external organisations, add to the work done by teachers.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In mathematics, teachers accurately identify gaps in pupils' knowledge and understanding.

Teachers usually plan activities that support pupils' learning effectively. Occasionally, activities involve too many mathematical concepts before pupils are secure in their learning, which slows progress. Leaders should ensure that challenge is well planned by teachers against what pupils already know and can do.

. In English and mathematics, teachers use assessment effectively to plan lessons. This does not make unacceptable demands on teachers' time.

In other subjects, teachers do not have a precise understanding of what pupils already know and can do. Foundation subject leaders should ensure that assessment underpins the curriculum in their subjects more effectively to support teachers' planning. This should be done in a way that does not add to teachers' workload.

. There are well sequenced plans in place for all subjects. The school website provides information about what pupils learn each year.

The detail provided varies between subjects in the quality of information that it provides. Some parents do not feel that they know enough about what their children are learning. Leaders should improve this aspect of communication so that all parents know what their children will learn and how they can support this.

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