Thrunscoe Primary and Nursery Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this welcoming school. The school's motto, 'Let Children Shine', is evident in all aspects of the school's work. Staff have high expectations for pupils' behaviour and learning.

Staff build warm and trusting relationships with pupils through clear routines and lots of praise. Pupils appreciate this encouragement and are keen to learn. They treat one another with care and respect, both in lessons and at social times.

The curriculum is carefully thought through. Pupils develop the knowledge and skills they need. Disadvantaged pupils, including those with special educational needs and/or disabilities (SEND), learn well.

Parents and c...arers can see pupils 'shine' during exhibitions at the school, where pupils showcase their work and discuss their learning. Most parents are extremely positive about the school. They value its welcoming atmosphere.

The school offers a broad range of activities beyond the curriculum. Pupils in Years 5 and 6 enjoy residential trips to develop their resilience. Some pupils have leadership roles.

For example, well-being champions support their peers to stay healthy and play well together. There are regular opportunities to take part in different sports. The school is highly inclusive of all pupils.

Sports such as boccia and curling form part of their offer.

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

Across the curriculum, the knowledge pupils need to learn is broken down into manageable steps that make the learning journey clear. Pupils, including those with SEND, achieve well.

However, pupils remember some aspects of the wider curriculum better than others. In response to this, the school has introduced a new approach to help pupils remember important knowledge. This is already having a positive impact.

Staff know their subjects well and challenge misconceptions effectively. Pupils with SEND, including those with severe needs, are very well supported. They receive additional support where needed, including speech and language therapy and mental health counselling.

Reading is prioritised. Pupils soon learn to sound out and read individual words. Almost every pupil is a confident reader by the end of key stage 1.

Pupils take home decodable books. However, pupils are sometimes unable to read the decodable books well enough to become fluent quickly. Most pupils like reading.

They appreciate visits to the newly refurbished library, which is thoughtfully laid out. Pupils can easily find books suitable to their reading level that they enjoy.

The early years environment is calm and safe.

Children play well together and enjoy coming to school. The curriculum for children in the early years is highly effective in preparing children for Year 1. Staff in the early years know the children well.

Purposeful activities help children practise skills and learn new words. For example, staff carefully show children how to hold and use scissors and other equipment, which supports children with their physical development.

The school has developed its behaviour policy with input from pupils and staff.

Pupils recognise the contributions they and others make to school life. Pupils who might struggle to meet expectations get the right support. For example, well-trained staff help pupils stay on track in lessons.

The curriculum for pupils' personal, social and health education prepares pupils for life in modern Britain. Pupils learn about different faiths, online safety and keeping healthy. Regular debates develop pupils' understanding of issues in society.

There are rich and varied experiences to develop pupils' knowledge of the curriculum. For example, local artists deliver workshops to pupils of all ages. A planetarium is brought into school to help pupils learn aspects of science.

School leaders have a clear strategy for continually improving the school. Staff morale is extremely high. Staff value the training opportunities provided and the support they receive from leaders.

Subject leadership is developing well. However, there are occasions when leaders' intentions are not consistently realised across the school. Where this happens, the curriculum is less effective.

The governing body is committed to the school community. It receives ongoing training to support its oversight of the school's strengths and next steps.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The books that some key stage 1 pupils read are not as well matched to their reading knowledge as they could be. This means that some pupils do not become confident, fluent readers as quickly as they could. The school should strengthen how it supports pupils to build fluency in reading.

• Occasionally, leaders' intentions for the curriculum are not implemented consistently across the school. Where this happens, pupils' knowledge is less secure. The school should ensure that leaders' intentions are consistently well implemented, enabling pupils to learn and remember well across the whole curriculum.