Thornton Cleveleys Manor Beach Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel extremely well cared for at this school. Those who shared their views with inspectors explained how well their teachers are attuned to their emotions and their needs.

This helps pupils to feel happy, safe and secure at school. Pupils get along well with one another. The school deals with any fallings-out that occur from time to time effectively.

The school is ambitious for what pupils should learn. This includes pupils with special educational needs and/or disabilities (SEND). Many pupils achieve well across much of the curriculum.

Pupils take on various responsibilities at school. These include working as school councillors, subject ambassadors a...nd buddies who support younger pupils. Pupils contribute to the wider community.

For example, they pick litter at the nearby beach. Pupils attend other local events and celebrations. They also enjoy singing to different audiences as part of the school choir.

Pupils access many extra-curricular clubs. These include a wide range of sporting clubs, some creative clubs such as art and singing, and a 'little zoo' club where pupils learn about, and interact with, small animals. Through their music lessons, pupils learn how to play a musical instrument, such as the ukulele.

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

The school has carefully considered the knowledge that pupils will need to learn over time in most subjects. This detailed curriculum thinking enables teachers to deliver much of the school's curriculum content in an effective, well-organised manner.

In a small number of subjects, including in the early years, the school has not broken down curriculum knowledge as clearly as it should.

This sometimes hinders when new content is delivered to pupils. Occasionally, this means that pupils do not develop their knowledge as deeply as they could in these subjects.

The school carries out effective checks on pupils' learning to identify when pupils have developed misconceptions or need further guidance.

Staff respond to this assessment information quickly and effectively.

The school promotes a love of reading well. For example, teachers read to their classes daily.

Pupils also enjoy reading and performing poems as part of their English lessons.

The school ensures that pupils learn phonics as soon as they join in the Reception Year. Well-trained staff deliver the school's chosen programme with fidelity.

Most pupils read books that are well matched to their phonics knowledge. The school provides a range of catch-up support that helps pupils to close gaps in their reading knowledge. Many pupils become fluent, confident readers by the end of Year 1.

The school has secure systems in place to identify pupils with SEND early. Pupils with SEND receive appropriate support to help them access the same curriculum as their peers.

Many aspects of pupils' personal development are catered for well.

Pupils have a secure understanding of how to support their own mental health and physical well-being. They develop respectful, tolerant attitudes towards others. They experience a range of trips and visiting speakers that enhance their learning.

The school also celebrates people's differences through the curriculum. However, some pupils do not develop a deep enough appreciation of fundamental British values and life in modern Britain.

Pupils, including children in the early years, conduct themselves in a sensible manner throughout the school day.

The school manages any rare disruptions to learning effectively. It supports pupils well to manage their emotions when they might be feeling distressed.

The school has made positive inroads into improving pupils' rates of attendance.

It works hard to successfully remove most of the barriers that prevent pupils from attending regularly. Furthermore, there has been a notable reduction in the proportion of pupils who are persistently absent from school.

Governors have been receptive to external support in recent years, which has helped them to become more effective in their roles.

They provide the school with appropriate challenge and support. Governors understand and fulfil their statutory duties well.

Staff are unequivocally positive about the school's consideration of their workload and well-being.

For example, they appreciate the professional development opportunities that they receive. Staff morale is high.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, including in the early years, the school has not broken down and ordered the subject content that pupils should learn as clearly as it could. This sometimes prevents pupils from developing a secure body of knowledge in these subjects. The school should better define the components of knowledge that it wants pupils to learn and the order in which it should be taught so that pupils progress as well in these curriculums as in other subjects.

• Some pupils' knowledge of fundamental British values and the differences between people is not as secure as it should be. This limits their understanding of the similarities and differences between people. The school should ensure that pupils develop a secure knowledge of the multi-cultural world and the British values so that they are fully prepared for life in modern Britain.

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