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Tibberton Church of England Primary School is a fully inclusive school.
Pupils feel safe and know there are adults who care for them. Pupils know that if any issues occur, adults will help to resolve it. This helps them to feel safe and happy.
The school has high expectations for all pupils. Pupils enjoy learning and talk passionately about the subjects they enjoy. Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school.
They are very well supported and achieve well. Pupils work hard in lessons and rise to teachers' expectations.
Outside, pupils play well together.
Older pupils are role m...odels to the younger children. Lunchtimes are a hive of activity. Pupils take part in a range of activities for example, dancing, dodgeball, skipping, colouring and playing with Lego.
This ensures that all pupils are included in activities that they enjoy and supports them to behave well.
Pupils take on a range of roles and responsibilities. From school councillors to spiritual ambassadors and house captains, all pupils know they have a voice in the school.
This helps develop pupils' confidence and talents. As leaders said. 'All pupils have a light and we want them to shine'.
What does the school do well and what does it need to do better?
Since the arrival of new leaders, the school has taken decisive action to prioritise the development of reading, writing and mathematics. The quality of pupils' learning in these areas has improved significantly. The expectations of pupils' achievement have been raised significantly.
High-quality training is given to staff to help them develop strategies for modelling and assessing learning. This has had a positive impact on the quality of teaching and learning. However there are some inconsistencies in the subject specific knowledge of some staff across the curriculum.
Reading is a strength of the school. Pupils benefit from a well-considered reading curriculum. Leaders have thought carefully about the books they want the pupils to know and love; these are called the 'Tibberton 100'.
Pupils talk with pride about how they have read many of these books. From the moment children start in Reception, they are immersed in stories, songs and rhymes. They quickly start to develop a secure knowledge of phonics.
All staff are well trained in the school's phonics programme and quickly address any misconceptions as they arise. For those pupils who fall behind, support is put in place to help them to catch up quickly. This helps pupils to be fluent and confident readers.
The school has overhauled the wider curriculum and has ensured that there is a suitably ambitious curriculum in place for the foundation subjects. In many subjects, the school has identified the important knowledge, vocabulary and skills that pupils need to learn. However in some subjects, this is not as clear.
This means that in these subjects, pupils do not always achieve as well as they could.
Leaders have considered ways to develop subject leadership across the federation. Some subject leaders are experienced and have made considerable improvements to their subjects.
However, in some subjects, leadership is at an earlier stage of development and is still working to improve and develop the subjects fully.
The school has established effective systems to identify and address the needs of pupils with SEND. These pupils are identified at the earliest opportunity, so that effective support is quickly put in place.
Staff are skilled to support pupils with a range of needs. Teachers adapt learning and support so that the majority of pupils with SEND access the same curriculum as their peers.
Children in early years thrive.
Adults plan purposeful learning opportunities that link closely to the school's early years curriculum. Children are inquisitive and show high levels of perseverance. Adults know the individual children and their needs well and use effective questioning to take their learning further.
Pupils are polite, friendly and have excellent manners. The school has developed a behaviour curriculum that teaches pupils about different aspects of behaviour from Reception to Year 6. In lessons, pupils behave well.
During playtimes, older pupils play harmoniously with the younger pupils.
The opportunities for pupils to access learning beyond the classroom have been greatly improved. Pupils love the sporting opportunities that are available to them both at recreational times but also beyond the school day.
Pupils show understanding of other world religions, and respect views different to their own. As one pupil said, 'We are all equal here.'
Governors understand their responsibilities and carry out their statutory duties appropriately.
Staff spoke positively about how the school considers their well-being.They are proud to work at the school.
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 precise knowledge and vocabulary that pupils will learn is not as clear as it is in other subjects. This means that at times, some pupils find it difficult to recall their key learning in these subjects. The school should ensure that the precise knowledge is identified so that pupils are able to retain and recall key learning so they can achieve well.
• There is some variability in the subject knowledge of staff in some subjects. This inconsistency hinders how well staff plan for effective learning. The school should provide staff with the necessary guidance and support to further develop their subject knowledge and help them to implement the curriculum consistently well.
• Some subject leaders do not yet have the skills and experience to be able to refine and monitor the curriculum in their subjects. This means that some leaders do not fully understand the impact their subject is having on pupils' learning. Leaders should ensure that all subject leaders are given the skills to be able to revise the curriculum in their subjects and then monitor the impact of these changes.
