Tilery Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this caring, inclusive school. They appreciate the experiences the school provides such as residential visits and opportunities to take on leadership roles.

Pupils treat each other with respect and are accepting of difference. Pupils feel safe in school and are happy and confident.

The school builds strong relationships with pupils and their families.

This is helping to improve pupils' attendance. The school offers a wide range of support to families. For example, it runs a community pantry, provides opportunities for parents and carers to purchase 'meal bags' and gives parents access to support from external agencies.

Lessons ...are calm and orderly. Pupils are attentive and keen to learn. The school is ambitious for all pupils.

An increasing number of pupils are meeting the school's high expectations and achieving well.

Through the school's vision of 'inspiration for aspiration', pupils are encouraged to think about potential future careers. Teachers make links between what pupils are learning and related jobs.

There are opportunities for pupils to develop their talents and interests through extra-curricular music, art and sports clubs. The regular 'Tilery's Got Talent' show supports pupils in developing their confidence and communication skills.

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

Since the last inspection, the school has reviewed the curriculum.

It has thought carefully about the teaching in the mixed-age classes and has implemented a two-year rolling programme. The school has considered pupils' starting points and the local context in its curriculum design. All subjects are coherently sequenced to ensure pupils' knowledge builds over time.

However, the school does not currently check effectively whether this is happening. Pupils can talk confidently about their learning in some subjects but not others. The school has recently introduced a new system that identifies gaps in pupils' knowledge, but not all staff use this consistently well.

The school provides training for staff to enable them to fulfil their role effectively. Some subject leaders are relatively new to their roles. However, they are clear about the next steps for their subject.

Subject leaders check that teachers are delivering the planned curriculum.

The school prioritises the teaching of reading. Many pupils soon become competent readers.

All staff are trained in how to teach phonics. The school tracks pupils closely to check they are keeping up with the phonics programme. Those who are at risk of falling behind get the support they need to catch up.

Pupils show increasing enthusiasm for reading. They read books that match the sounds they know. They can talk about their favourite books and authors.

The school is working to improve parental engagement with reading. For example, parents of younger pupils are invited to school on a weekly basis to help their child choose a book to take home.

The curriculum in the early years has been very carefully designed.

The school is clear about the precise knowledge and vocabulary children should learn at each stage, from the two-year-old provision through to the end of Reception. This is helping to prepare children well for key stage 1. Routines and expectations are embedded.

Even the youngest children line up sensibly and tidy equipment away when they have finished using it. These positive behaviours continue through school. Children settle quickly and are excited to learn.

Children in Nursery talk enthusiastically about seeing ice outside and can explain that this is frozen water.

Children with potential special educational needs and/or disabilities (SEND) in the early years are identified quickly. The school takes a proactive approach to identification.

As they move through the school, most pupils get the support they need. However, sometimes teaching is not effectively adapted to meet pupils' individual learning needs. Consequently, some pupils with SEND do not achieve as well as they could.

Leaders are determined to prepare pupils for life beyond the school. Pupils talk confidently about how to keep themselves safe, both online and in the community. They learn about different faiths and religious celebrations in assemblies.

This is helping pupils develop their understanding and tolerance of others, which will serve them well in their increasingly diverse community.

The governing body is dedicated and enthusiastic. Governors understand their role and offer appropriate support and challenge to leaders.

Staff are committed to the school. They appreciate the opportunities they get to access training, as well as the consideration shown for their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teaching is not adapted effectively to meet the individual learning needs of pupils with SEND. As a result, some pupils with SEND do not achieve as well as they could. The school should ensure teachers adapt their teaching to enable pupils with SEND to achieve the best possible outcomes.

• Assessment is not used effectively across all subjects to identify and address gaps in pupils' knowledge. This means that, particularly in some of the foundation subjects, pupils' knowledge is not building sequentially over time. The school should work to embed the new approach to assessment so pupils do not move on to new learning before they have the required prior knowledge.