Thringstone Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff 'believe and achieve together' at this inclusive school. Pupils say that they are happy and safe here. They behave well.

Low-level disruption is extremely rare. Staff deal swiftly with any bullying or falling-out between pupils. Pupils have positive attitudes to school.

They work hard. Relationships between pupils and staff are warm and positive.

Leaders and staff have high expectations for all pupils.

This includes pupils with special educational needs and/or disabilities (SEND). Pupils are encouraged to have 'character muscles'. They learn to be, for example, resilient, compassionate, patient and respectful.

Pupils particu...larly enjoy learning musical instruments, like the ukulele and djembe drums. There are a variety of activities that help to develop pupils' talents and interests. These include swimming, cooking, singing and various sports clubs.

Pupils take on different roles and responsibilities, including as house captains, lunchtime monitors and members of the democratically elected school council. Pupils enjoy these roles and take them seriously.

The majority of parents have positive views of the school.

One comment, typical of many, was: 'This school is a lovely place for my children to be. I only wish they could stay here for longer!'

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

Leaders have recently introduced a new curriculum. In a small number of subjects, leaders have not precisely identified the exact knowledge and vocabulary that pupils should learn across all year groups.

In these subjects, it is not always exactly clear what leaders want to pupils to learn and when.

There is a consistent approach to the teaching of mathematics. Teachers recap previously taught material at the start of lessons.

This helps pupils to remember what they have learned before. End-of-unit tests help teachers to understand which mathematical aspects need to be taught again. The majority of pupils say that they like mathematics and that 'it needs to be hard to help us learn'.

For example, pupils in Year 5 enjoyed the challenge of multiplying and dividing fractions.

The recently introduced phonics and early reading programme is working well. Staff have received effective phonics training.

There is a consistent approach to teaching phonics that starts in the early years. Pupils are learning new letter sounds in a logical order. They read texts that closely match the letter sounds that they are learning.

This helps to improve their fluency and confidence. There are daily opportunities for pupils to practise writing these letter sounds in words and in longer sentences. Accurate assessments mean that a pupil who might be falling behind is spotted quickly.

They then receive effective support to help them to catch up. Pupils in Year 5 and Year 6 say that they enjoy reading and that the library has suitably challenging books.

Children get off to a good start in the early years.

Staff plan a range of appropriate activities across the seven areas of learning. Children in 'Little Acorns' have recently grown cress seeds. This prepares them well for when they are in the Reception class.

Here, they grow seeds in different conditions and study the resulting differences. Parents are kept well informed of their child's progress. Transition arrangements prepare children well for the Reception class and then again for Year 1.

Relationships between adults and children are warm and positive.

Pupils' personal development is a strength. There are opportunities for residential trips and educational visits.

Pupils also perform in productions and sing in the local community. These events help to improve their self-confidence and self-esteem. Staff are considerate of pupils' mental health and well-being.

Pupils use the 'good to talk' boxes should they have a concern. Pupils say that staff are good at sorting out these worries. Pupils have an age-appropriate understanding of relationships and health education.

However, pupils' knowledge of faiths and cultures that are different to their own is not as strong. They are not being as well prepared for life in modern Britain as they could be.

There is a clear system in place for the identification and extra help given to pupils with SEND.

Staff know and meet the needs of these pupils very well. Staff have received appropriate training. There are strong links with outside agencies.

These include the speech and language and autism outreach teams.

Leaders have a clear, shared vision, and have a high ambition for all pupils. Staff are proud to work at the school.

They appreciate the training opportunities that are provided. The well-organised and knowledgeable governing body is a strength. Governors make frequent visits to the school and write useful and detailed reports.

The governing body is holding leaders fully to account for their actions.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff have received effective safeguarding training.

This reflects the latest statutory guidance. Staff know the potential signs of abuse and neglect to look out for. They know about the dangers of county lines drug trafficking, and know what to do should they be concerned about the actions of an adult.

Leaders keep detailed safeguarding records. They are quick to seek the support of outside agencies where necessary.

Pupils are taught how to stay safe when they are online.

Older pupils know about the dangers of alcohol and drug misuse.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the precise knowledge and vocabulary that leaders want pupils to learn, and by when, is not as clear as it could be. Leaders should ensure that there is a clarity and preciseness around the knowledge and vocabulary that they want pupils to learn, and by when, across these subjects, from the early years through to Year 6.

• Pupils' knowledge of faiths and cultures that are different to their own is not as strong as it should be. Pupils are therefore not as well prepared for life in modern Britain as they could be. Leaders should ensure that pupils have an appropriate understanding of faiths and cultures that are different to their own, therefore being better prepared for life in modern Britain.

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