We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Tonacliffe Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Tonacliffe Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Tonacliffe Primary School
on our interactive map.
Pupils at this school benefit from the support of caring staff, who know them well. They are happy during lessons and when playing with their friends in the playground.
If pupils have worries, they can use the 'ask it basket' to speak to adults in the school.
The school has high expectations of what pupils, including those with special educational needs and/or disabilities (SEND), can achieve. Most pupils respond with positivity to the work that teachers prepare for them.
In the main, they achieve well.
Pupils follow the school's motto of 'only our best is enough'. Staff encourage them to earn 'behaviour stars' for their teams.
Pupils look f...orward to finding out who receives the much-coveted 'friendship and kindness' awards each week.
Pupils enjoy exploring the outdoors, tending to the school's allotment, and learning in the school's woodland area. They spoke excitedly about showcasing their musical and acting talents during recent summer performances.
Through these activities, pupils build their confidence and independence.
Pupils contribute to school life by taking on leadership responsibilities. For example, older pupils relish becoming 'buddies' for younger children.
School councillors and eco-team members pride themselves on helping to improve the school's environment.
What does the school do well and what does it need to do better?
The school has designed a broad and ambitious curriculum. It has identified the knowledge that pupils should learn from the beginning of the early years to Year 6.
The school has carefully considered the order that this knowledge should be taught, to support the learning of pupils in mixed-age classes. Staff quickly identify pupils who may have additional needs. They ensure that these pupils have the support that they need to progress well through the curriculum.
From joining the school in the early years, children are immersed in stories. They enjoy visits to the local library, which help them to develop a love of books and reading. Throughout school, pupils are keen to earn 'millionaires' certificates for reading regularly.
They enjoy participating in reading challenges.
In 2023, the proportion of Year 1 pupils who met the expected standard in phonics was lower than the national average. However, the school identified the reasons for this and made changes to the phonics programme.
It has trained staff to deliver this new programme consistently well. Staff swiftly identify pupils who struggle to read. They support these pupils to help them to catch up with their peers.
The school ensures that the books that pupils read from contain the sounds that they already know. As a result, most pupils learn to read fluently and confidently.
Staff use plentiful resources to support the delivery of the curriculum.
Pupils use these resources effectively to support their learning. However, in some subjects, the work that staff give to pupils does not reflect the ambition of the curriculum. This hinders some pupils in developing a deep body of knowledge across the curriculum.
Overall, during lessons, teachers check pupils' understanding well. However, at times, staff do not consistently address pupils' misconceptions or gaps in their knowledge before they move on to new learning. This prevents some pupils from learning as well as they should.
Pupils are polite, welcoming, and considerate of each other and of adults. In the early years, children follow well-established routines. During lessons, pupils engage well in their learning.
The school places high priority on supporting pupils' levels of attendance. It provides pupils and their families with the necessary support to reduce pupils' absences.
Pupils benefit from a range of opportunities that extend beyond the academic.
They enjoy a variety of clubs, such as in music, art, and sport. Some pupils are proud members of the school's music band. Pupils also enjoy learning more about the curriculum through visits, including to the beach and to the local area.
They learn about other faiths and cultures. Pupils understand the importance of treating everyone fairly and with respect.
Governors know the school well and have the information that they need to hold the school to account effectively, with a focus on the quality of education that it provides.
Staff appreciate the steps that the school takes to prioritise their workload and well-being. For example, by being provided the time to fulfil their subject lead roles.
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 has not ensured that the work given to pupils enables them to deepen their knowledge. As a result, some pupils do not achieve as strongly as they should in these subjects. The school should ensure that staff provide pupils with work that strengthens their understanding of these subjects.
• Occasionally, staff do not identify or address gaps or misconceptions in some pupils' knowledge before they move on to new learning. This means that these pupils' learning is not as secure as it should be. The school should support staff in checking that pupils have successfully embedded the prior knowledge that they should before they learn new curriculum content.
