Toynton All Saints Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this warm and welcoming school.

They form strong, trusting relationships with one another and staff. The school's six 'R' values, including respect, resourcefulness, resilience and reflection, are evident in pupils' actions and behaviour.

The school has high expectations of pupils, including pupils with special educational needs and/or disabilities (SEND).

Pupils live up to these expectations. They are eager to learn. Pupils achieve well in some subjects.

They become fluent readers and learn to solve complex mathematical problems.

The quality of education has improved since the time of the previous inspection. However,... pupils do not yet consistently benefit from curriculums and teaching which help them consistently to learn the important knowledge they will need in each subject.

The school provides a range of wider opportunities for pupils. Pupils talk enthusiastically about taking part in sporting competitions and joining the choir. They contribute to the life of the school by taking up leadership roles, including in the school council and the eco council.

Playtime leaders support their peers and ensure that everyone has a friend to turn to.

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

The school has designed an ambitious curriculum. In some subjects, such as English and mathematics, the essential knowledge that pupils should learn has been precisely identified.

In these subjects, teachers guide pupils through their learning so that they build their knowledge effectively. In other subjects, curriculums do not always identify the essential knowledge that pupils should study. Nor has the curriculum in these subjects been adapted for pupils in mixed-age classes.

In these subjects, teachers do not consistently provide pupils with work which enables them to learn the intended curriculum or which is matched to pupils' existing understanding.

Teachers have secure subject knowledge and remind pupils of previous learning. They check pupils' understanding.

Pupils can recall some of their learning. For example, they can talk about the key features of rivers, Barbara Hepworth's sculptures and rationing during the Second World War. However, in some subjects curriculums are new.

They have not yet had an impact on pupils' learning. Pupils' recall of what they have studied in some subjects is inconsistent.

In English and mathematics, systems are in place to enable teachers to check pupils' understanding over longer periods of time.

These systems have only recently been introduced in the foundation subjects. As a result, teachers do not yet have the information they need about how well pupils have learned these subjects and whether adaptations to the curriculum are necessary.

Pupils love to read.

They enjoy taking books home which are matched to the sounds they know. Pupils can share the knowledge that they have acquired as a result of reading independently. Staff complete regular training and help pupils to quickly become accurate and speedy readers.

Pupils who need extra help are promptly identified and receive support which enables them to keep up with their peers.

This is an inclusive school. Pupils with SEND benefit from personalised strategies based on their precise needs.

Staff have the information and resources they need to help pupils with SEND feel comfortable and to build their knowledge. Classroom environments have been organised to ensure that pupils with SEND are not overwhelmed and can concentrate on their learning.

Children in the early years get off to a strong start.

The curriculum has been carefully designed to ensure that children are well prepared for key stage 1. Children take pride in making links between their learning inside and outside the classroom such as when sharing their knowledge of repeating patterns.

Pupils take responsibility for their own behaviour.

They treat each other with respect. When pupils need help to manage their behaviour or emotions, they are provided with excellent pastoral support.

The school's provision for pupils' personal development prepares pupils well for life in modern Britain.

Pupils learn about how to keep themselves safe and healthy. They have a secure understanding of British values and their relevance to their lives beyond school. Pupils learn about faiths and cultures different from their own.

They understand the importance of respecting others.

Since the time of the previous inspection, despite changing circumstances relating to the leadership team, significant progress has been made in improving the curriculum, assessment and the provision for pupils with SEND. Governors have supported the school effectively in bringing about these changes.

Staff enjoy working at the school. They benefit from training to improve their practice.

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 identified the most important knowledge that pupils need precisely enough. This makes it difficult for teachers to design lessons and activities which will enable pupils to consistently build their knowledge. The school should ensure that the precise knowledge that pupils should learn in relation to each aspect of the curriculum has been identified so that teachers can design lessons focused on helping pupils to learn and remember that important knowledge.

In the foundation subjects, teachers' checks on pupils' learning over time have only recently been introduced. Therefore, teachers have not yet been able to determine what pupils already know and what they need to learn next. The school should ensure that teachers have the right skills and systems to use their checks to inform adaptations to the curriculum and how they teach it so that pupils know and remember more in these subjects.

• In some subjects, curriculums have been recently developed to increase levels of ambition. In these subjects, changes have not yet had time to have the intended impact on pupils' knowledge. The school should continue to embed the new curriculums so that they have a positive impact on pupils' learning.