Thurlaston Church of England Primary School

Highlights from Latest Inspection

Outcome

Thurlaston Church of England Primary School continues to be a good school.

What is it like to attend this school?

This is a happy, friendly place where everyone is welcome.

Pupils enjoy their learning. The school's Christian values permeate its work. Pupils know and understand these values.

They behave well, and are polite and respectful.

Leaders and staff have high expectations of pupils' behaviour and achievement. The school has a calm, orderly and purposeful atmosphere.

Pupils say that bullying is rare. Pupils feel safe because the teachers and other adults in school care for them. Pupils say they can always talk to an adult they trust.

They k...now staff will help them if they are worried about something.

The school is inclusive. Leaders have high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND).

Staff commit to knowing each pupil individually.

Pupils enjoy making a positive contribution to the life of the school. For example, they contribute as members of the school council, super leaders, hall monitors or through being part of the worship team.

Parents and carers are supportive of the school. One parent, typical of many, said, 'The school is very inclusive and has a caring, family feel. Kindness is well promoted by all.'

The large majority of parents would recommend the school.

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

Leaders are ambitious for all pupils. They want them to have the best start to their education.

Leaders have identified the precise knowledge and skills that pupils will learn from the early years to Year 6, in most subjects.

Teachers have strong subject knowledge and a clear passion for what they teach. Most teachers ensure that pupils understand how their learning builds on what they already know.

This is exemplified by the delivery of the history curriculum, which is a strength of the school. Teachers regularly check what pupils have learned and recap previous learning. Pupils demonstrated that they could remember previous learning.

Teachers identify the needs of pupils with SEND accurately. They adapt their teaching so that these pupils have full access to the curriculum.

Teachers assess pupils' knowledge and understanding frequently.

Often, this helps teachers to identify when pupils have gaps in their knowledge. Teachers use this information to inform their planning. However, assessment procedures are not fully embedded or consistent across all subjects.

In some subjects, teachers do not always use assessment to identify and correct pupils' misconceptions.

Leaders have recently adopted a new early reading programme. Staff have received training to help them understand how to deliver it.

There is a consistent approach, starting with children in the early years. Pupils receive reading books that are well matched to their reading development. Pupils enjoy reading.

Frequent and accurate assessments mean pupils who might fall behind are easily spotted. Teachers fill knowledge gaps quickly through extra phonics sessions. Pupils are making good progress towards becoming accurate, fluent readers.

Pupils are friendly and polite. They behave well in lessons and work hard. Staff use the school's behaviour system consistently.

Pupils enjoy receiving rewards for positive attitudes to their learning. They are proud to fill their marble jar to achieve a reward, and of the individual golden tickets they receive for demonstrating positive behaviours.

Leaders have not identified the key knowledge that they want pupils to know in personal, social and health education (PSHE).

The curriculum is not designed to help pupils build on their knowledge over time. Nevertheless, leaders provide a range of experiences to enhance pupils' personal development. Pupils know how to keep fit and eat healthily.

Pupils understand diversity. Pupils told inspectors that 'all are welcome here'. Pupils speak with respect when discussing different faiths and families.

One pupil, typical of many, told an inspector, 'We are all different. It is good to be different.' There is a range of extra-curricular and enrichment opportunities available.

Staff are proud to work here. There is a strong team ethos. Governors work with school leaders to manage staff's workload.

They know that they need to work with school leaders to develop the procedures they use to identify and focus on what needs to be improved.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know pupils and their families very well.

Leaders take their safeguarding responsibilities seriously. There is a strong culture of safeguarding, and effective systems are in place to keep pupils safe. Leaders take prompt action in response to any concerns.

Staff receive regular and appropriate training.Pupils learn how to keep safe, including when they are learning or playing online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not identified the precise knowledge that pupils need to know in PSHE.

The curriculum is not designed to help pupils build their knowledge over time. Leaders should make sure that there is a well-sequenced plan in place that clearly identifies the specific knowledge pupils need to gain and develop over time. ? Assessment of pupils' knowledge of the curriculum is not yet fully embedded throughout the school.

Some teachers do not consistently check pupils' responses to tasks, which could lead to misconceptions and mistakes not being quickly identified. Leaders should establish a clear structure for the assessment of pupils' knowledge and understanding of the curriculum to inform planning.

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in June 2013.

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