Trull Church of England VA Primary School

Highlights from Latest Inspection

What is it like to attend this school? '

A nurturing environment for children to thrive [in]' is a view shared by many parents and shows what it is like to be a pupil at Trull.

Pupils love all the school has to offer and are happy to come every day. Leaders have high expectations, and as a result, pupils achieve well.

Pupils' behaviour is good in lessons and during social times.

They fully understand the school values and follow school rules. Bullying is rare. Pupils say if it does happen, adults deal with it quickly.

Pupils lead on a wide range of aspects within school. For example, well-being champions promote mental health. There are extensive clubs which foster pupils' interests and ta...lents, particularly in sports and the arts.

Pupils relish competitive sports. Pupils love to perform and enter competitions where they do extremely well. Staff are aware that there are many talented pupils who have hobbies and interests outside of school.

Pupils' personal achievements are widely celebrated and recorded. Parents and pupils value this.

The school offers excellent pastoral support and goes 'above and beyond' for pupils and their families.

This ensures that pupils feel happy and safe in school and are ready to learn.

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

Leaders are ambitious and work hard to provide the very best education and care for pupils at Trull. Leaders have designed an inclusive and ambitious curriculum which has pupils' needs at its heart.

Pupils have a wide range of learning experiences from the moment they start school in Reception. Pupils with special educational needs and/or disabilities learn the same curriculum content as their peers. Teachers adapt the work carefully to allow pupils to experience success and achieve well.

However, in some subjects, leaders are not clear enough about the knowledge and skills they want all pupils to know. As a result, pupils do not build a deep understanding of these subjects.

The quality of pupils' work is high across most subjects.

For example, in mathematics, pupils' responses display a secure level of knowledge. They talk confidently about the work they have undertaken.

Leaders know how vital it is that pupils learn to read as soon as possible.

They expect every pupil to become a fluent reader. Younger children learn phonics from the start. They use this knowledge well when they read.

Staff receive training that gives them the knowledge and skills to teach early reading confidently. Reading books match the sounds that pupils know. Staff quickly spot pupils who may be at risk of falling behind.

They intervene with additional support, which means pupils catch up quickly with their peers. Pupils enjoy story time. They talk with joy about their favourite books.

Pupils describe how they use their imagination and 'get lost in the story'.

Leaders are aware that pupils' writing is not well developed across the curriculum. As a result, pupils do not demonstrate what they have learned in their written work.

Considerable work is happening by leaders to put this right, but there is still more to be done.

Pupils are very respectful of both adults and each other. During the inspection, they opened doors, helped inspectors locate places and demonstrated impeccable manners.

Pupils have positive attitudes to learning and show commitment to their education.

The school's Christian foundation underpins its approach to pupils' spiritual development and to the development of pupils' character. Pupils show in the way they behave and discuss important issues that their personal development is exceptional.

They are very kind and, where necessary, forgiving of each other. Pupils understand the importance of respect when discussing religions, life choices, and family models different from their own. Pupils are adamant and comment, 'Any discrimination would be stopped.'

This gives pupils great confidence in the school leaders and staff. Parents appreciate this aspect of their child's development. 'A lovely school that provides so much more than education' is typical of the comments made.

Pupils appreciate the focus staff have on their mental health. For example, they enjoy being able to go in the 'Zen Den' when they want peace and quiet.

Adults love working at Trull.

They appreciate the training, which develops their own knowledge and skills. They welcome the focus leaders place on their mental health and well-being. Leaders are conscious of staff workload and consider ways to help them manage this.

Governors know what is working well and what needs to improve. They hold leaders to account for the quality of education and care.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding. Staff are well trained to notice and report any signs of concern. Leaders respond swiftly to support pupils and families in need of help and do not hesitate to escalate concerns when required.

Staff carry out the required checks on the suitability of staff to work with pupils. Leaders provide a curriculum that teaches pupils to understand risk, including internet safety and healthy relationships. Pupils know that adults will listen to them if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders are not clear enough about the knowledge and skills they want pupils to know. As a result, pupils do not build a deep understanding of these subjects. Leaders must ensure that all subjects identify the knowledge and skills pupils need to learn as they progress through the school.

• Writing is not well developed across the curriculum. As a result, pupils do not demonstrate what they have learned in their written work. Leaders should ensure that pupils develop their writing across all areas of the curriculum.

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