We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Trevelyan Middle 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 Trevelyan Middle School.
To see all our data you need to click the blue button at the bottom of this page to view Trevelyan Middle School
on our interactive map.
Trevelyan Middle School has taken effective action to maintain the standards identified at the previous inspection.
The headteacher of this school is Louisa Harris. This school is part of Pioneer Educational Trust, which means other people in the trust also have responsibility for running the school.
The trust is run by the chief executive officer (CEO), Antonia Spinks, and overseen by a board of trustees, chaired by Mark Jervis.
What is it like to attend this school?
The school has a positive and caring ethos. This is evident from the warm relationships between staff and pupils.
The school manages pupils' transition into school very well. This helps to ensure tha...t pupils feel welcome right from the start of their time here. Pupils are safe and appreciate having trusted adults to talk to.
The school is right to be proud of the 'TMS Baccalaureate' programme that they have created. Through this, pupils in Years 7 and 8 carry on their academic studies with character-building opportunities woven through the curriculum. For example, they earn 'credits' for taking part in activities that promote school values such as innovation and social responsibility.
The school has a wide-ranging enrichment offer so that there is something for everyone. Extra-curricular clubs include different sports, chess, debating and drama. Music and performing arts have a high profile.
Pupils can develop their talents through various musical ensembles including choir, guitar and 'big band', as well as the popular musical theatre group.
Pupils are attentive and well behaved in lessons. However, some younger pupils are concerned about behaviour around the school, such as at lunchtime and in corridors.
They feel there is boisterous and unkind behaviour at times.
What does the school do well and what does it need to do better?
The school has established a culture that emphasises pupils' personal development as well as their academic achievement. School leaders, trustees and governors work well together to ensure that pupils achieve highly and are well prepared for the next stage of their education.
Leaders continue to drive improvements, mainly through the extensive programme of staff professional development. This has resulted in, for example, a consistent approach to checking pupils' understanding in lessons. Staff use activities such as 'do now' to identify and address misconceptions.
Links with other schools in the trust allow staff to share what works well and learn about successful initiatives elsewhere. They are well supported in managing their workload and enjoy working here.
The school offers a balanced and broad curriculum.
It has defined clearly the essential knowledge that pupils need to know and remember in all subjects. Learning is well sequenced to ensure pupils' knowledge builds over time from Year 5 to Year 8. Staff support pupils to recall prior learning and practise essential subject content and skills.
For example, pupils in Year 6 use their knowledge of climates from Year 5 to explore microclimates. Teachers explain and model concepts in a way that helps pupils understand. They use a range of strategies to ensure that pupils with special educational needs and/or disabilities (SEND) access learning successfully.
The school identifies pupils with SEND accurately and provides effective support.
Reading is well promoted. The school encourages pupils to read widely, including through whole-class reading in form time, author visits and weekly library lessons for younger pupils.
Staff have launched a programme to support pupils with gaps in their phonics knowledge or who are not yet fluent readers. This is at an early stage. Some weaker readers do not get the support they need.
As a result, they struggle at times to keep up with learning.
Pupils have positive attitudes towards their learning and appreciate the work that teachers put in to help them. Pupils receive recognition for positive behaviour and hard work which keeps them motivated, such as through 'house points'.
Attendance rates are consistently high. The school analyses patterns of absence and works effectively with pupils and their families if there is persistent absence.
The school teaches pupils to be respectful and accepting of people's differences.
In religious education, for example, pupils explore ethical issues and different viewpoints. The school has a structured approach to careers guidance which helps to inform pupils about future careers and subject pathways. Pupils are immensely proud of their school.
They are keen to contribute to the school community. For example, pupils take on leadership roles such as house captains, student librarians and digital leaders.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some pupils do not receive the support they need to be able to read fluently and with confidence. As a result, they struggle with their learning. The school should embed the early reading programme and ensure that weaker readers receive the tailored support they need.
• The school's high expectations for pupils' behaviour are not fully realised outside of lessons. Some younger pupils are concerned by occasional boisterous and unkind behaviour in areas around the school, such as corridors and the playground. The school should ensure that there are high standards of behaviour in all areas of the school.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.
