Thurstonland Endowed Voluntary Controlled First School

Highlights from Latest Inspection

What is it like to attend this school?

Thurstonland is an inclusive school at the heart of the community. The school's core values, which include self-belief and empathy, are the foundation of its ethos.

The school has high expectations for pupils' achievement and behaviour. Pupils strive to meet these and this is very much reflected in their work and positive attitudes to learning.

Pupils feel happy and safe.

Relationships between staff and pupils are friendly and positive. Pupils know adults will help them if they have any worries or concerns. Pupils behave well in lessons and at other times of the school day.

Older pupils are excellent role models for their peers. For example, during a...ssemblies they sit with younger pupils to model how to conduct themselves.

Pupils have a good understanding of what bullying is.

Bullying incidents are extremely rare. Pupils say that adults are quick to sort out any problems.

The school provides many opportunities for pupils to see that they can make a positive difference to the school and the community.

The school council raises money for extra equipment for the playground. Pupils engage and interact with elderly members of the community, for example singing carols with them at Christmas.

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

Pupils develop their knowledge through a curriculum, which builds progressively from Reception to Year 5.

They regularly revisit what they have learned previously. For example, pupils have regular opportunities to practise their drawing skills, using a variety of techniques they have learned over time. The school enriches the curriculum by inviting experts to work with pupils, for example local artists.

Teachers make checks on pupils' learning. However, in a small number of subjects, these checks are not acted upon, resulting in some pupils having gaps in their knowledge.

The school is determined for pupils to become confident readers.

Phonics teaching begins as soon as children start in the Reception Year. The school trains all staff to ensure they teach phonics effectively. Staff check how well pupils have learned and provide any pupils that have fallen behind with the support they need to catch up.

As a result, by the end of Year 1, pupils achieve highly in the phonics screening check. Reading books that pupils take home match closely to the sounds that they have learned. Pupils regularly practise reading, which improves their comprehension and vocabulary.

They are very enthusiastic when talking about their favourite authors.

In the early years, staff focus on communication and language. They use stories and rhymes to help children develop their speaking and listening skills.

Children share resources and know what is expected of them. They focus well on their learning. For example, after listening to the story 'Super Worm', they eagerly make and subsequently compare the length of different worms.

Staff are quick to identify pupils with special educational needs and/or disabilities (SEND). They put appropriate support in place. There has been a distinct focus on implementing strategies to support these pupils' learning, helping them to grow in confidence and independence.

This has contributed to these pupils achieving well.

The school monitors pupils' attendance closely. The school ensures that parents and carers understand the impact that absence has on their child's education.

Over time, the school's actions have successfully led to a significant reduction in persistent absence. Pupils attend well.

Pupils learn how to become thoughtful and caring citizens.

They respect and appreciate the diversity of the world in which they live. The school provides pupils with many opportunities to expand and develop their interests and talents. However, some pupils find it difficult to talk about fundamental British values and struggle with the correct terminology.

Some pupils do not know how these values are relevant to their lives in school and beyond.

Pupils enjoy the roles and responsibilities on offer, including being part of the school council and supporting their peers by becoming play leaders. These and other activities help build confidence, develop organisational skills and increase independence.

The school is well led and managed. The governing body has an accurate view of the school's strengths and areas for development. It holds the school to account effectively.

Staff value the professional development opportunities provided to them. These help them to further improve their practice.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school does not act upon information derived from ongoing assessments quickly enough. As a result, some pupils have gaps in their knowledge. The school should ensure that teachers effectively use assessment information to enable pupils to secure their learning before moving on.

• Some pupils do not have a secure understanding of fundamental British values. They are unable to explain how these are important in everyday life. The school should ensure pupils' knowledge is secure to enable them to fully understand the importance of these values.