We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Trowse 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 Trowse Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Trowse Primary School
on our interactive map.
Every pupil is given the opportunity to thrive at Trowse Primary School. Pupils are happy, feel safe and benefit from a thoughtfully planned range of opportunities at this school.
They become mature, confident and articulate young people.
Pupils love learning. They revel in sharing the knowledge they learn across all areas of the curriculum.
The school believes all pupils can learn their ambitious curriculum and this is what happens. Pupils achieve exceptionally well across all of the different subjects they study.
Behaviour is exceptional.
Pupils follow the simple school rules of 'happy, safe, learn'. Classrooms are orderly and productive. ...Pupils typically demonstrate excellent attitudes to their learning.
Around school, pupils socialise together positively, playing sports and making up their own imaginative games.
Trips and experiences are rich and varied. Pupils learn to ski and gain a sailing qualification as part of this offer.
No pupil misses out on these wholesome enrichment opportunities.
House captains and school councillors have an active voice in school life. Through taking on these roles, pupils develop a sense of leadership and responsibility.
Older pupils benefit from self-directed time, which gives them independence and ownership over their own learning and development. Pupils truly become responsible well-rounded citizens.
What does the school do well and what does it need to do better?
The school ensures high ambition runs through all that it does.
This creates a highly positive environment, which enables pupils to excel.
Children make a strong start in early years. A positive, warm ethos means children settle in quickly and want to come to school.
Children access a well-designed curriculum. They start learning to read and count straight away. Adults support children well with their learning and encourage children to learn new words and communicate confidently.
On occasion, in early years, adults do not set clear enough expectations around how children should learn. As a result, some children do not focus on their learning as well as they might. Despite this, children in early years achieve well and are academically well prepared for Year 1.
Reading is a priority. Trained staff teach the planned phonics programme very effectively. Children read books matched to their stage in learning.
Adults check how well pupils are doing with their reading. Any pupil at risk of falling behind receives the immediate support they need to keep up with their peers. Pupils' love of reading develops throughout their time at school.
They access a wide range of books which deepen their knowledge and vocabulary. Pupils leave school as competent, confident and mature readers.
The school has worked hard to refine and develop their curriculum.
The knowledge and vocabulary pupils learn from early years right through to Year 6 is clearly identified. This is revisited and built upon over time. This gives every pupil the opportunity to learn and remember the most important knowledge.
Trained teachers deliver the curriculum well. They skilfully question and quiz pupils to ensure they have understood previous learning before moving on to something new. This ensures pupils' learning is secure.
As a result, pupils develop a depth of knowledge. They talk with enthusiasm and confidence about their learning across different curriculum subjects.
Pupils with special educational needs and/or disabilities (SEND) are supported extremely well.
Careful adaptations to learning enable pupils with SEND to learn successfully in class. Equally, some pupils access an individual curriculum which is just right for them. Pupils with SEND achieve well and benefit from the same opportunities and experiences as their peers.
The school has high expectations of how it expects pupils to behave. The way adults model behaviour is at the heart of their approach. Relationships across the school are caring and friendly.
Pupils follow the example set by adults. This makes the school a positive place, where pupils can be best version of themselves.
Personal development is an essential part of this school.
The school has identified 'personal goals' which they teach alongside the academic curriculum. These support pupils to become excellent citizens, both in and outside school. Pupils respect and are tolerant of different cultures and beliefs.
They know the importance of fundamental British values. Pupils know how to keep themselves safe, including online. They are exceptionally well prepared for life in modern Britain.
Governors are heavily invested in the school. They know the school's many strengths and challenge school leaders to keep improving the school. Staff are proud to work at this school.
They feel valued and appreciated. They are fully supported with their well-being and to develop and improve in their 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 early years, the school have not fully secured the strong learning behaviours of some children at the early stages of their schooling. This means children do not always focus and concentrate as they well as they might on planned learning tasks. The school should further consider the way they manage and teach children the routines and expectations in this part of the school.
