Thorne King Edward Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have established a distinctive school vision based on the acronym 'HEART'. Staff work together to build their school on the foundations of happiness, excellence, aspirations, respect and togetherness. These are not just words.

They are values that thread through all aspects of school life. Staff consistently display these values through their interactions with pupils. This inspires pupils to treat those around them with the utmost respect and kindness.

Leaders have created a highly inclusive school culture. The school is a very happy place to learn.

The school ensures that pupils study an ambitious curriculum.

Pupils know that the things they... learn now will help them in the future. This inspires pupils to be resilient when learning something new or mastering a skill such as writing. Pupils use their developing knowledge and skills confidently.

This curriculum is brought to life through the impressive outdoor learning opportunities that the school offers. Pupils are well prepared for their next steps.

Adults apply their high expectations of pupils consistently.

Pupils behave consistently well. They display very positive attitudes towards their learning. Attendance is lower than it should be.

However, leaders are taking action that is beginning to improve attendance. They are helping families to understand why it is important to attend school.

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

Leaders have established an ambitious curriculum.

They have carefully considered the order in which pupils learn new content across the curriculum. This is increasingly helping pupils to remember more of their learning. In physical education (PE), pupils secure important skills such as throwing, catching and sprinting.

When studying history, pupils develop their understanding of important cultures such as ancient Greece and Chinese dynasties. However, the school has not precisely identified the most important knowledge that pupils need to learn. This makes it harder for pupils to make connections between the different aspects that they are learning about.

Leaders have made reading a priority. They have made sure that all staff have the training that they need to help pupils become confident readers. In early years, adults help children to get off to a flying start.

They learn phonics and begin to read and write simple words. Adults select a range of high-quality books for children to enjoy. Across school, adults share carefully chosen stories in a way that inspires pupils to read.

Pupils speak with enthusiasm about the way their teachers bring these stories to life. Leaders make sure that pupils with special educational needs and/or disabilities (SEND) have the support that they need to be able to read confidently. When pupils struggle to read, skilled adults provide the right support to help them catch up.

This is helping all pupils to become confident readers.

Staff give children in early years lots of opportunities to develop their mathematical skills. For example, children work out how many jugs of water it might take to fill a container.

They become confident with number quickly. Leaders have recently revised the curriculum for mathematics. Pupils have more opportunities to apply their mathematical learning in different contexts.

This is helping them to remember more of their learning.

Pupils with SEND develop important knowledge and skills over time. They improve their confidence and communication skills.

However, some support for pupils with SEND is not as effective. This support is not matched precisely enough to the areas individual pupils need to develop. This limits progress for some pupils with SEND.

Pupils understand difference and diversity. They know that everyone deserves to be respected. Pupils talk with maturity about issues such as healthy relationships and consent.

They know how to stay safe when online. They also appreciate the importance of not sharing personal information. Leaders deliberately broaden pupils' experiences by introducing them to a range of different jobs and careers.

This starts from Nursery. Here, the children experience 'Big City' role-play activities based on different jobs and careers. These include dentists and vets.

Older pupils participate in career-focused weeks. They meet with visitors to talk about their professions. These experiences help pupils to be aspirational for their own futures.

Those responsible for governance are knowledgeable about the school. The school secures effective support and professional development for staff at all levels. The workload and well-being of all staff is a priority.

The school makes sure that staff have the time that they need to undertake their responsibilities effectively. Staff are proud to work in this 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, the school has not identified the most important knowledge that pupils need precisely enough. Pupils do not connect this important knowledge to the things that they already know. The school should make sure that this knowledge is clearly identified to help pupils connect new learning to their existing knowledge.

• Some pupils with SEND do not have the precise support they need. This means they do not achieve as well as they could. The school should ensure that all staff understand how to meet the precise needs of pupils with SEND to ensure they achieve well.

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