Thomas Eaton Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Thomas Eaton Primary Academy enjoy coming to school.

They are proud of being a pupil at Thomas Eaton and enthusiastically show their school off to visitors. Pupils know they are cared for by everyone in the school community. The relationships and respect pupils have with each other means bullying rarely happens.

Pupils know that there is always an adult who will listen to them and help them out if they need it. This makes pupils feel safe.

Many pupils have an infectious enthusiasm for learning.

They respond to adults' high expectations by trying hard. They learn well independently and together. Pupils often produce work that clearly shows w...hat they know.

Pupils love books and stories. The changes to the phonics and reading programmes mean many are confident and fluent readers. They excitedly describe, in detail, the stories they are reading.

Pupils explain how their emotions change as plots progress and characters develop.

Pupils and parents appreciate how changes to the behaviour systems have improved the learning environment. What is acceptable, and what is not acceptable, has been clearly defined.

Adults are generally consistent in how they deal with incidents. As a result, most pupils behave well, and learning is rarely disrupted.

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

The school has spent time redesigning its curriculum.

Rooted in ambition, the curriculum has been developed to give pupils the information they need to succeed in the future. Teachers deliver the knowledge pupils need in a carefully considered order. This helps pupils build on what they have learned before.

Consequently, pupils deepen their learning and develop a secure understanding of the subjects they learn.

The importance of reading is embedded throughout the curriculum. All staff have been trained in how the agreed phonics scheme helps pupils learn to read.

The delivery of phonics to early readers is of a consistently high quality. Pupils at risk of falling behind are quickly identified and helped to keep up. As a result, many pupils are developing into confident and fluent readers.

Pupils with special educational needs and/or disabilities (SEND) are supported well. Staff use their understanding of pupils' specific needs to make sure pupils learn. Pupils with SEND benefit from the same access to the curriculum as their peers.

Specific barriers to learning for pupils with SEND are identified at an early stage. Plans and strategies are then developed by teachers to overcome these barriers. However, the training teachers have received has not been precise enough to ensure that the fundamental needs of pupils are met.

This means some adaptations made to learning are not as focused and effective as they could be.

Pupils understand the importance of respect. In the early years, this results in children being kind to each other.

They share and cooperate without prompting during play activities. Older pupils, generally, listen to each other's views and ideas. Pupils develop an increasing understanding of important values.

For example, they learn how important preserving someone's individual personal space is in developing healthy and happy relationships. They are well prepared for the next stage of their education.

The school has included opportunities for pupils to learn about different cultures, religions and faiths.

Pupils learn how to value diversity and celebrate difference. They welcome people for who they are, not for their appearance or beliefs.

The school has determined how it expects pupils to behave.

These expectations have recently been redefined and clearly explained to pupils. Pupils understand the boundaries and know what happens if they cross the line. Adults apply the agreed processes and policies consistently.

As a result, most lessons proceed without interruption.

While behaviour and conduct in lessons are good, there are instances where pupils' readiness for learning and their attitudes towards learning are not as strong. The school has not clearly defined the routines that support pupils to maintain their attention.

Teachers have not been trained to spot when pupils begin to lose their focus. Therefore, on the occasions when pupils disengage, teachers do not address this quickly enough. Consequently, pupils miss important information.

When this happens, pupils have gaps in their knowledge, and learning is in less depth.

The school has been though a number of changes in leadership in recent years. The local governing board and the trust have worked with staff and parents to support the community through this period.

Their determination to provide the best provision is unwavering.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not provided sufficient training for teachers to develop the plans that address the specific needs of pupils with SEND.

Plans do not precisely address the specific barriers to learning, and instead set aims that are generic and, at times, focused on broad learning objectives. This means that adaptations to teaching and resources are not as effective in supporting pupils with SEND. The school should ensure that all teachers are trained to effectively identify and plan to overcome pupils' specific barriers to learning so pupils with SEND have the best possible chance to achieve well.

The school has not made clear their expectations around classroom routines that support pupils to maintain their focus and attention. There are inconsistencies in the expectations teachers have for pupils' readiness and attitudes for learning. Teachers have not been trained to identify when pupils' attention begins to wane.

As a consequence, pupils miss important pieces of information and then struggle to access the next stage of learning. The school should ensure that there is clarity about the expectations around positive learning behaviours. The school should ensure that all staff are trained to identify pupils who begin to lose focus and to reinforce these expectations consistently at all times so pupils do not miss out on important learning.