Thornley Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school.

From starting school with knowledge and skills below those typically expected for their age, children catch up quickly in their early years, so most are well prepared to join Year 1. Standards at the end of Year 2 rose well in 2014, following a dip in 2013, to broadly average in mathematics, although they remained below average in reading and writing. At the end of Year 6 pupils' standards are above average in mathematics and well above average in reading and writing as well as in grammar, spelling and punctuation.

Disabled pupils and those with special educational needs make strong progress in their learning because of the high quality ...support they receive from skilled teaching assistants. Attainment gaps between disadvantaged pupils compared to other pupils in school and nationally closed well in 2014 because of the good support they received through careful spending of pupil premium funding. Pupils are well behaved, polite and well mannered around school.

They proudly report there is no bullying in their school. Pupils say they feel safe in school and are appreciative of the lengths school staff go to ensure that they are kept safe at school. The headteacher, deputy headteacher and their fellow leaders and managers have securely driven improvement in achievement.

Teaching is good. Weaknesses which caused the dip in Year 2 results in 2013 were clearly identified and successfully eliminated. Governors have a good understanding of the strengths and weaknesses of the school which helps them to drive further improvements to pupils' achievement securely.

The school has improved well since the previous inspection and continues to improve. Early years provision is led well and effective, giving children a strong start to their education. It is not yet an outstanding school because : Occasionally leaders and managers measure school improvement insufficiently well.

As a result, they do not always know how well their actions are improving pupils' achievement. Pupils' progress in learning occasionally slows slightly in a few lessons. Insufficient opportunities are provided for middle leaders to check on how achievement is improving in the subjects they manage.

Marking does not always fully reflect school guidelines and occasionally standards of presentation are not high enough.

Information about this school

This school is smaller than the average-sized primary school. The proportion of disabled pupils and those who have special educational needs is slightly greater than 22%, which is above the national average.

The proportion of disadvantaged pupils is slightly less than 40%, which is above the national average. (The term disadvantaged pupils is used to describe those pupils who are known to be eligible for free school meals and those who are looked after by the local authority). The school receives additional funding called the pupil premium for these pupils.

Most pupils are of White British heritage. Children are taught in the nursery on a part-time basis and full time in the Reception year. The school meets the government's current floor standards, which are the minimum expectations for pupils' progress and attainment in reading, writing and mathematics by the end of Year 6.

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