Thornsett Primary School (High Peak Federation)

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school.

They value the small school, family feel. As one pupil explained: 'Everyone knows each other here. We enjoy being together.'

Older pupils are proud to take their turn to work with and support younger pupils. They understand the need to be positive role models.

The school's 'RESPECT' values sit front and centre of the ethos of the school.

They are commonly understood. Pupils know that they are expected to show resilience, empathy, self-awareness, positivity, excellence, communication and creativity, and teamwork. They do their utmost to do so.

Pupils learn about different people and communities from around t...he world. They learn to respect diversity. They are clear that any form of discrimination is not acceptable.

Older pupils have an impressive understanding of fundamental British values and know why these are important. They know the full range of protected characteristics and are able to explain what these mean in law.

Pupils behave well.

They are eager to earn the rewards on offer in class. Older pupils enjoy exchanging 'punch card points' for the wide range of rewards that are on offer. Extra playtime is a firm favourite.

Pupils enjoy school. They say that they are well looked after and kept safe.

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

Pupils enjoy learning.

All pupils, including children in the early years, benefit from lessons that build learning gradually, over time. Teachers plan and deliver engaging lessons. They adapt teaching well to meet the wide range of ages and needs in their classes.

The curriculum, including in the early years, is well organised. In the majority of cases, the curriculum sets out what children will study and learn at each stage of their education. Content is periodically revisited, helping pupils to recall what they have learned before.

However, in a small number of subjects, the curriculum does not make clear the most important content that pupils are expected to know and remember. This means that the school cannot be sure that the most relevant and important knowledge is being taught and remembered.The school has a well-established approach to teaching early reading.

The phonics programme makes clear which sounds pupils should know term by term. Sounds are taught in a logical order. Teachers use consistent methods and resources.

Children know what to expect in lessons. They join in enthusiastically. They remember the sounds that they have learned.

Pupils have positive attitudes to reading. They study a wide range of books. They know why learning to read is important.

They enjoy listening to their teachers read, saying that they bring texts to life by using different voices and dramatic effects. Pupils say that it is much better to read books rather than watch film adaptations.However, the school's reading curriculum beyond early reading is not fully sequenced.

It does not set out, term by term, the precise aspects of reading that pupils are expected to master. This means that the school cannot be sure that content is being taught in the best or most logical order.

Pupils get on well in mathematics.

The programme is well ordered. Content builds cumulatively on what has gone before. Pupils remember what they have learned.

Following published outcomes in 2023, the school has recognised the need to ensure that all pupils make the progress that they are capable of. It is now tracking pupils closely to ensure that this is the case.

The school provides well for pupils with special educational needs and/or disabilities (SEND).

The school accurately evaluates these pupils' needs and makes sure that the right help is available both in and outside of lessons. The school works effectively with a range of external agencies to ensure that pupils get the support that they need.

The school's programme for personal, social and health education (PSHE) prepares pupils well for life beyond Thornsett.

Pupils are taught how to understand and manage their feelings and emotions. A wide range of trips and visits supports pupils' learning. For example, pupils were eager to tell inspectors how their trip to the House of Commons and the House of Lords helped to deepen their knowledge of democracy.

Beyond the curriculum, pupils benefit from a wide range of extra-curricular activities. Annually, every pupil represents the school in an external sporting event.

At all levels, leaders and governors are ambitious for pupils.

They have a clear vision. They are determined that pupils will be ready for life beyond school. The school has a cohesive team of staff who work hard and who are equally committed.

However, there is an inconsistent understanding of the role in subject leadership. Some leaders do not have a fully rounded view of how their subject links to and builds on what children learn in the early years.

Safeguarding

The arrangements for safeguarding are effective.

In a small number of cases, safeguarding records do not comprehensively document all of the actions that have been taken to keep pupils safe. As a result, in these cases, records are incomplete.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum does not make clear the most important content that pupils are expected to know and remember.

This means that the school cannot be sure that the most relevant and important knowledge is being taught. The school should ensure that, across all subjects, the curriculum identifies the most important content that pupils are expected to know and remember. ? There is an inconsistent understanding of subject leadership.

Some leaders do not have a fully rounded view of how their subject links to, and builds on, learning in the early years. The school should ensure that all leaders have a consistent understanding of their role, including how their subject builds on children's learning in the early years. ? The reading curriculum beyond early reading is not fully sequenced.

The school cannot be sure that content is being taught in the best order. It cannot systematically assess how well pupils learn the curriculum. The school should ensure that the reading curriculum is fully sequenced.

• In a small number of cases, safeguarding records do not evidence the full range of actions that have been taken to keep pupils safe. As a result, in these cases, records are incomplete. The school should ensure that all follow-up actions relating to safeguarding are fully and comprehensively documented.