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Pupils enjoy learning in this friendly, inclusive school. They speak confidently about the 'Thurston Way' and how it underpins the school's high expectations of their behaviour.
Pupils typically behave well and work hard. They know the importance of making the right choices. Pupils' achievement is improving across most subjects.
In the early years, children follow adult guidance enthusiastically as they learn to read and to use their early mathematics skills. They play cooperatively together.
Ensuring that all pupils read well is at the heart of the curriculum.
Pupils enjoy sharing stories with their teachers in every class. Parents appreciate the gu...idance that they get to help their child with reading at home. Pupils with special educational needs and/or disabilities (SEND) learn well alongside their peers.
Extra, effective help is on hand when required. This includes for some pupils who need more time to build confidence in smaller 'nurture' groups.
Everyone is made to feel welcome.
New pupils settle in quickly, including those who join the school at a later stage in their education. Pupils feel safe. They can explain how they are taught to stay safe in different situations.
The pupil collective worship leads play an active role in celebrating the school's values.
What does the school do well and what does it need to do better?
The school's curriculum is broad and ambitious. This is implemented successfully alongside the backdrop of a rapidly expanding pupil roll.
Pupils' learning builds progressively from the early years through to the end of Year 6. A more consistent approach to teaching writing, with a stronger focus on spelling and grammar, is raising expectations of pupils' achievement across subjects. This improvement is increasingly reflected in the improved quality of pupils' work.
Younger children follow teachers' instructions closely as they hold their pencils carefully to write accurate letters to form simple words.
Reading is an important part of daily life in school. In the Reception class, children practise their letters and sounds with pride.
They gain confidence, building fluency and accuracy, as they read with adults. The playground 'book nook' is a popular reading place at break and lunchtimes. Any pupils who struggle with reading get the help they need to catch up.
Teachers check on pupils' learning regularly. They help with corrections when pupils get something wrong. In a few subjects, the recent changes to curriculum design are still embedding.
Where this is the case, occasionally, pupils who could achieve more are not set sufficiently demanding tasks. Also, occasionally, gaps in learning are not closed quickly enough. In these instances, teachers' checks on learning are not used as effectively as they could be to match activities to meet pupils' needs.
As a result, some pupils do not learn as deeply as they could.Pupils with SEND typically settle well into learning. The school provides teachers with helpful guidance.
They use this to amend the curriculum, such as in setting appropriate steps and giving fewer instructions. Consequently, pupils with SEND learn successfully together with their classmates.
The 'Thurston Way' helps to secure pupils' typically good behaviour, both in and out of lessons.
Pupils understand the school's expectations. When, occasionally, behaviour falls short of these expectations, pupils are supported to improve their behaviour. They enjoy the rewards for their positive behaviour.
This is especially so when they are invited for special breaktime snacks with the headteacher. Most pupils attend school frequently. However, a few, including some disadvantaged pupils, are persistently absent.
This means that they fall further behind with their learning. They miss the opportunities on offer to help them to thrive.
British values, including tolerance and respect, are embedded in the school's values.
The diversity of different faiths is celebrated. Pupils know the importance of kindness. In the early years, children learn to share and take turns with others.
Older pupils act as lunchtime monitors. They show care and empathy as they help younger children in the dining hall. The 'pupil playground working party' has introduced different outdoor activities at breaktimes.
Pupils like these opportunities, for example to play table football or to draw. The reflective garden offers a peaceful environment for pupils who want time in a quiet space.
Governors and the trust are aware of the challenges ahead as the school continues to grow.
Together, they create the structures to underpin ongoing improvements. Working closely with other leaders, the trust supports ongoing training for all staff. These opportunities are appreciated.
Staff value the attention given to their workload and well-being. Relationships with parents are typically positive and productive.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some curriculum changes are still embedding. In a few subjects there is a mismatch between the intended learning and the activities that pupils are expected to complete. This means that, occasionally, those who could achieve more are not given demanding enough tasks.
For others, gaps in learning are not addressed quickly enough. Consequently, pupils do not learn as much, or as deeply, as they could. The school and the trust should ensure that staff are consistent in using assessment information effectively, so that pupils receive demanding work, have their gaps in learning addressed and therefore achieve as well as possible.
A few pupils, including those who are disadvantaged, do not attend school regularly enough. As a result, they fall behind with their learning and miss many of the opportunities that the school's broad curriculum provides. Working closely with the trust, the school should identify any further barriers to attendance, while accelerating actions to remove them, so that persistent absence continues to reduce.
