Thrussington Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school? '

Our school is like one big family', said one pupil who captured the sentiments of many.

Pupils love coming to this school. Relationships are warm and trusting. Pupils say that they feel happy and safe.

They know that they are well cared for.

The school is extremely welcoming and inclusive. Pupils with special educational needs and/or disabilities (SEND) are well supported.

The overwhelming majority of parents and carers are highly supportive. One parent, typical of many, said: 'Our children always have a smile on their face and have something positive to tell us every day.'

The school offers a wide range of extra-curricular activities, inc...luding sports, arts and music.

These are complimented by many school trips and visits that enhance the school's curriculum. The school ensures that all pupils benefit from these experiences, including those from disadvantaged backgrounds. Pupils enjoy taking on leadership roles for sports, art, the school's well-stocked library and the school council.

Pupils learn how to make positive contributions to society, and do so.

Staff typically have high expectations of behaviour and what pupils can achieve. Pupils attend and behave well.

Most pupils achieve well, particularly in reading and mathematics. The quality of pupils' written work is, however, variable between different subjects.

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

Strong leadership, at all levels, lies at the heart of the school's broad and inclusive curriculum for all pupils, including those with SEND.

Staff have comprehensively reviewed the curriculum in most subjects to ensure that pupils' knowledge and skills build year on year from Reception. In most subjects, teachers have clarity about what is taught and when. Leaders recognise that, in a small number of subjects, assessment is not yet fully developed.

A high-quality curriculum in the early years means that children make a positive start to their education. Routines are well established. Children are well prepared for Year 1.

The learning environment is stimulating. Learning activities are well organised. Children typically enjoy high-quality interaction with adults.

They particularly enjoy listening to stories and anticipating what might come next.

The school promotes a strong culture of reading across all year groups. Staff read to pupils with enthusiasm.

They question pupils well about the texts they are studying, including those that reflect life in modern society. Older pupils similarly enjoy predicting what the author may have in store.

The teaching of early reading is typically effective.

Children learn to read shortly after joining Reception. Books are well matched to the sounds pupils are learning.Staff make frequent checks to ensure that those pupils who need extra help receive it swiftly.

Pupils with SEND are well supported. All staff have the information they need to help these pupils. The school works well with parents and external services to help ensure that these pupils get the support they need.

Most parents, who shared an opinion, strongly value the support their child receives.

Teachers have good subject knowledge. They use this to explain new ideas and concepts clearly and, often, innovatively.

In science, for example, pupils in key stage 1 were captivated in their exploration of the seven life processes. Teachers question pupils well. They identify and remedy misconceptions quickly.

Pupils respond well in lessons when expectations are consistently high. On occasion, however, some pupils lose focus and concentration when learning new or complex ideas. When this happens, low-level disruption sometimes occurs.

Standards of pupils' writing are not consistently high in all subjects and year groups. Leaders recognise that there is more to do to ensure that all pupils develop confidence in applying their knowledge to extended written tasks.

The school celebrates what makes people unique extremely well.

Pupils have plentiful opportunities to explore different cultures and faiths. Pupils are highly respectful of others. They strongly embrace the British values as well as living out of the school's Christian values.

They enjoy activities including fundraising for the local community and for a partner school in the Philippines. The school's programme for personal, social, health and economic education (PSHE) is exceptionally effective, including pupils' awareness of personal safety. The school's innovative 'forest schools' curriculum provides pupils with opportunities to develop their understanding of teamwork and environmental responsibility.

All leaders have a well-informed understanding of the school's strengths and improvement priorities. Governors are dedicated to the school. They actively support how the school builds on its strengths.

Staff say they feel valued. They know that leaders are mindful of their well-being and workload. Staff appreciate the opportunities for professional learning to help realise the school's renewed vision.

The school is well supported by the trust.

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 foundation subjects, assessment is not fully developed.

This means that teachers are not always clear about what knowledge and skills they should be checking so that all pupils build their knowledge securely over time, particularly when responding to detailed written tasks. The school should ensure that all staff know how best to help pupils develop their knowledge and understanding securely over time so that they achieve as well as they can, particularly in writing. ? Staff expectations of what some pupils can achieve are not consistently high across all year groups, in the school's mixed-age classes.

On occasion, some pupils do not sustain high enough levels of focus and concentration, particularly when learning new or complex ideas. When this happens, low-level disruption sometimes occurs that distracts other pupils from their learning. The school should ensure that all staff have the skills they need to sustain consistently high expectations in all year groups so that all pupils learn well.