Tockwith Church of England Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Tockwith Church of England Primary Academy embrace the school's Christian values of perseverance, friendship and creativity. These values underpin leaders' ethos of 'living life in all its fulness'.

Pupils are well cared for.

Relationships between adults and pupils are a strength of the school. There is a sharp focus on the well-being of the Tockwith school community. Pupils and staff benefit from exceptional pastoral support.

Parents and carers are also grateful for the support that they receive from the school.

Pupils are proud of their school and feel safe. There is a culture of respect and acceptance, where differences are celebrated....r/>
Pupils' behaviour is exceptional. Positive praise underpins the values of the school. Bullying is not tolerated.

Pupils have a good understanding of what bullying is and are clear that it does not happen. Leaders have high expectations for all pupils.

Leaders have a genuine commitment to ensuring that pupils get a wide set of experiences during their time at school.

Educational visits are a priority and are carefully planned. These are closely linked to topics and enhance pupils' learning opportunities. Pupils' interests and talents are nurtured.

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

Leaders have designed a curriculum that is ambitious and meets the needs of pupils. Leaders have identified the most important knowledge that they want pupils to know and remember. Leaders have introduced strategies in most subjects to help pupils revisit and recall previous learning.

This helps pupils to remember important content from the curriculum. However, in some foundation subjects, some teachers do not choose the most appropriate activities to help pupils to learn the intended knowledge. As a result, some pupils do not develop the depth of understanding that they could.

For example, sometimes, pupils talk about the activities they complete rather than the learning that has taken place. Staff check what pupils have remembered from what they have been taught. Leaders use this information to review the effectiveness of the curriculum.

Leaders have prioritised the teaching of early phonics and reading. They ensure that pupils develop the knowledge that they need in order to become confident and fluent readers. This helps them to access the full curriculum.

Pupils who need extra help with reading receive support from well-trained staff. Pupils are enthusiastic about the books that they read and were keen to talk about authors such as Michael Morpurgo and Onjali Q Raúf.

Behaviour across the school is exceptional.

Relationships are strong. Children are taught about behaviour expectations as soon as they start in early years. Staff have high expectations of all pupils.

Pupils are confident and polite. Pupils show independence and resilience when they find work challenging. The buddy system in school means that pupils from Years 5 and 6 support younger children with reading and during social times.

Leaders provide high-quality opportunities for pupils' personal development. Clubs, both at lunchtime and after school, enhance the curriculum and develop pupils' interests and talents. The personal, social and health education (PSHE) programme is designed to ensure that pupils receive age-appropriate information about healthy friendships and relationships.

Pupils are empowered to be themselves. This breeds confidence and true acceptance of others. Pupils learn about fundamental British values, which are purposefully integrated into PSHE lessons, the wider curriculum and through the daily life of the school.

For example, pupils consider both democracy and the rule of law in their annual representations to be members of the school council. Leaders have ensured that the school is an integral part of the village. For example, school councillors presented information about the school to the local parish council.

Staff have excellent knowledge of pupils, their needs and their families. Pupils with special educational needs and/or disabilities (SEND) benefit from support both in school and from external agencies. Leaders ensure that pupils with SEND achieve well by carefully adapting the curriculum when needed.

There is a clear sense of inclusivity and of meaningful, effective communication with parents and carers.

Children in Reception settle well to school life due to the caring and supportive staff who work with them. Children develop positive attitudes towards learning.

The curriculum is ambitious, with talk and vocabulary development at the centre of everything that staff do. As a result, children are confident to talk about their learning.

Leaders have created a sense of community in the school.

Staff workload and well-being are at the forefront of leaders' thoughts. Staff receive regular professional development targeted to their specific needs. Staff are proud to work at the school.

Most parents and carers feel well supported and would recommend the school to others, describing Tockwith Church of England Primary Academy as 'a wonderful school with teaching staff that go above and beyond!'.

Those responsible for leading the school know their school well. There is a comprehensive programme in place where governors and trustees challenge and hold leaders to account.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that the culture of safeguarding at the school is strong. Staff are well trained.

Referrals to external agencies are made in a timely manner. This ensures that pupils receive the support they need. Pupils feel safe in school and know how to report any concerns that they may have.

Teachers help pupils to recognise online risks. Leaders have put in place appropriate filtering systems to ensure that pupils can use the internet safely in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Currently, leaders' ambitious curriculum intent is not fully embedded for a small number of foundation subjects.

In some subjects, the activities that teachers choose do not fully support pupils in learning the intended knowledge. As a result, some pupils do not develop a depth of understanding in all subjects. Leaders should ensure that teachers' activity choices enable pupils to learn the intended knowledge.

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