Thornhill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

In the school motto, 'A promise for the future', leaders set out their ambitious aim for pupils to leave Thornhill ready for the next chapter of their life. Leaders have very high expectations for all pupils both academically and socially, no matter what their background. Pupils blossom in this inspirational school.

Pupils enjoy learning and make excellent progress.

Pupils' behaviour is exemplary. From the early years, pupils learn a strong moral code and take responsibility for their actions.

Pupils are kind and considerate to one another. They feel safe and happy in school. Bullying is rare.

Pupils know that adults listen to their concerns and will... help them. Pupils also learn how to resolve any minor concerns themselves.

Pupils love the forest school, the wide range of after-school clubs and the educational visits.

Many pupils have leadership roles, and run active campaigns which benefit all. Recently, they helped in creating the 'Thornhill Terrace', a new garden area in school.

The early years environment is a vibrant and dynamic place to be.

Staff actively encourage children to communicate and share with each other. Children eagerly learn a nursery rhyme a week, and take delight in acting these out.

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

Leaders have implemented a highly ambitious curriculum to ensure that they meet the needs of the local community.

The curriculum design includes repetition of specific content, such as study of the Romans in history. Year on year, pupils examine subjects in greater depth. As a result, pupils have excellent recall of their learning.

Teachers use assessment skilfully to check what pupils know and can do. Teachers are responsive to pupils' needs and are adept at correcting any misconceptions that pupils have. The curriculum content inspires pupils to learn more and to be proud of their local area.

Pupils are hugely enthusiastic about their studies, particularly when learning about Shildon's industrial heritage.

Pupils adore reading. They have a wide variety of high-quality books to choose from, including books from different cultures.

Leaders ensure that there is a structured approach to teaching pupils to read, from the Reception Year onwards. Children in the Nursery benefit from a special programme in which they learn the pre-skills for reading. Pupils focus well on their learning, making rapid progress from their starting points.

By the end of key stage 2, pupils read fluently and accurately. They are well prepared for the next phase of their education.

Children in the early years flourish.

They are visibly happy. Leaders create a learning environment which is inviting and well designed to support children in their development. A bespoke movement programme is in place to prepare children for writing.

Staff encourage children to develop their own ideas, such as exploring magnetism. Children revel in practical investigations, such as finding out how polar bears keep warm. Adults consistently model excellent communication and language skills.

Children communicate exceptionally well for their age. Children develop positive attitudes to learning which continue throughout school.

Leaders have highly effective systems to identify pupils who may have special educational needs and/or disabilities (SEND).

Teachers use a wide range of strategies to support pupils with SEND in accessing learning. These include additional prompts such as step-by-step instructions. Provision is seamless; all pupils work alongside each other.

Pupils with SEND are fully included in the wider life of the school.

Pupils have high expectations of their own behaviour. There is a collective understanding that everyone comes to school to learn.

There is no low-level disruption in class. All pupils benefit from physical education every day. Pupils enjoy this burst of activity.

They are used to this routine, and settle back to their other studies very quickly. Following the pandemic restrictions, pupils' attendance is improving. Leaders work with families to highlight the importance of coming to school.

There is an impressive personal development programme. Leaders promote positive mental health. Pupils have an excellent understanding of protected characteristics and fundamental British values.

Leaders ensure after-school clubs build on pupils' unique talents. Many attend sports clubs. The school's brass band is renowned in the region and has performed at the Sage Gateshead concert hall.

Pupils are active citizens in the wider community. They meet with councillors and those who run local businesses. Pupils grow in confidence in their various leadership roles.

Governors know the school well. They support and challenge leaders to fulfil their roles effectively. All staff are proud to work at the school.

Parents are overwhelmingly positive about the provision for their children.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, including members of the governing body, have undertaken a wide range of training in safeguarding matters.

They ensure that staff can recognise any signs of abuse and neglect. There are clear systems in place for reporting welfare concerns.

Leaders work effectively with a range of professionals, to make sure that pupils and their families get help if they need it.

They have trialled specific therapeutic programmes that involve parents working with their own child.

Pupils learn how to identify risks both online and offline. Rail safety is a current priority, given the close proximity to new railway lines.