Tilery Primary School

Highlights from Latest Inspection

Main findings

In accordance with section 13 (5) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires significant improvement.

Significant improvements have been made in relation to the school's arrangements for safeguarding pupils and they meet statutory requirements. Tilery is a very inclusive community and tackles discrimination effectively. A belief in equality lies at the heart of the school's philosophy.

Outcomes for different groups of pupils show variation but the most recent school data on achievement shows that gaps are closing and overall achievement is good. A striking aspect of the school is the key role it plays in promoting the cohesion... of its local community through the many social and cultural events in which it plays an instrumental role. Tilery Primary School is a warm and friendly place.

Outstanding pastoral care results in pupils' excellent personal, social and emotional development. Pupils enjoy school and say they feel safe. They behave in a mature and sensible way and attendance is above average.

Exclusions rates are very low. Pupils told inspectors that bullying and racial harassment incidents are very rare and that they had great confidence in the support they received from staff. An overwhelming proportion of parents and carers are happy with the work of the school.

The school responds especially well to pupils who are potentially vulnerable through its excellent links with carers and support agencies. When children start Nursery the vast majority have levels of social and emotional development and communication skills that are well below those expected for their age. By the time they leave school at the end of Key Stage 2, the attainment of pupils in English is in line with national standards and above average in mathematics.

They are well prepared for transition to secondary education. They make good progress in developing skills, knowledge and understanding in a wide range of subjects through effective teaching. Teaching assistants also make a very good contribution to pupils' learning and care.

Pupils with special educational needs and/or disabilities make equally good progress as their peers. This is particularly notable as many of them join the school in Key Stage 2 having had difficult or unsuccessful previous educational experiences. Managers track pupils' progress through frequent assessment and recognise that good overall learning is not always as consistent as it could be.

This is because in a minority of lessons assessment information is not used to personalise learning to meet the needs of individual pupils. Sometimes there is an imbalance between the time pupils spend in whole groups, small groups or learning independently. This has a particular impact on the more-able pupils who are sometimes insufficiently challenged by their work.

The school ensures pupils are provided with lively and memorable activities through its good curriculum. Trips both locally and abroad offer pupils an excellent opportunity to broaden their knowledge and understanding of the wider world. Popular sporting and musical activities have high levels of participation.

Senior staff have carried out a robust evaluation of the school and accurately identified weaknesses, although sometimes they underestimate strengths. Plans and targets for improvement are clear and ambitious. The governing body has improved its work to ensure statutory requirements are met and it provides effective support to the school.

However, it has a more limited impact on setting the strategic direction of the school and measuring its success. The restructured management team and the new approach they have adopted have had a significant impact on improving many aspects of the school's work. Based upon its track record of improvement the school demonstrates it has a good capacity to improve and provides good value for money.

Information about the school

Tilery is a larger than average primary school, situated in the centre of Stockton. The proportion of pupils known to be eligible for free school meals is three times the national average. Mobility into the school during Key Stage 2 is high.

It welcomes children from asylum seeking families and provides placements for up to 10 pupils with moderate learning difficulties. The proportion of pupils who have special educational needs and/or disabilities is above average. The majority of pupils come from families of White British heritage.

The Early Years Foundation Stage includes a 26-place Nursery. There is a popular breakfast club and an after-school club. The adjoining community centre provides educational and recreational facilities.

It was planned to redevelop the school buildings but it is unclear if this will come to fruition. The school holds the Healthy School, Activemark and Eco School award. It was given a notice to improve at the time of its last inspection due to its inadequate arrangements with regard to safeguarding pupils.