Trumpington Meadows Primary School

Highlights from Latest Inspection

Outcome

Trumpington Meadows Primary School continues to be a good school.

What is it like to attend this school?

Pupils enjoy being at Trumpington Meadows. Younger pupils have lots of interesting activities to explore.

Older pupils find lessons engaging and informative. Pupils feel safe as they are comfortable talking to staff about any worries.

Pupils rise to leaders' high expectations.

Pupils learn a rich and broad curriculum. They enjoy reading regularly. They get to take risks safely and explore nature in the forest school.

Pupils get extra help with their learning when they need it. A small number of pupils miss out on important learning because they are abs...ent frequently. Overall, however, pupils achieve well.

Pupils are accepting of difference. They see themselves as part of one school community. Pupils behave well in lessons.

They learn about how to share and take turns, right from early years. Many pupils enjoy playing competitive games at lunchtime and breaktime. Staff are on hand to help resolve any friendship issues or disagreements that occur.

Pupils are proud of their meaningful leadership roles. They have recently raised over £500 for charity. Pupils also enjoy an extensive range of trips and wider experiences that broaden and enrich what they learn in school.

Pupils were recently visited by a Team GB athlete and attended a poetry event.

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

Leaders have designed an ambitious curriculum that meets pupils' needs. They have carefully planned how important knowledge builds up over time, so that pupils can learn and apply it effectively.

For example, children are introduced to learning about where they live in early years. Pupils build on their understanding of where they live and how it differs from other areas as they get older. Teachers revisit previous learning, so that pupils can remember important knowledge easily and can use it to understand more complex concepts.

Teachers check pupils' understanding routinely. They use these checks well to adapt their teaching to address any misunderstandings. Consequently, most pupils achieve well, because they can remember and use important knowledge in a range of subjects.

Children learn about different sounds in Nursery. They are introduced to books, stories and rhymes. Children begin learning phonics right from the start of Reception.

Pupils read books that help them practise using the sounds they are learning. This helps pupils to read with accuracy and understanding. Pupils read regularly and enjoy a wide variety of books from the school library and reading corners.

This supports them to develop an early love of reading. Some pupils join the school mid-year, with little reading experience. Teachers make sure that they get the extra help they need to catch up.

Older pupils get to read a wide range of different literature, including Shakespeare plays. Pupils develop important vocabulary and learn how to infer meaning. This prepares them well for learning in secondary school.

Leaders accurately identify the needs of pupils with special educational needs and/or disabilities (SEND). Leaders ensure that pupils with SEND have strategies in place that support their needs. Staff use these strategies to help pupils successfully access the curriculum.

Leaders regularly review how well these are working. They make further changes to better support pupils as necessary. This enables pupils with SEND to learn well.

Pupils follow the school's values. They understand that everyone has the right to learn. Right from early years, children learn to respect each other and be tolerant.

This continues as pupils progress up the school. As a result, pupils' learning is rarely disrupted. A very small number of pupils struggle to manage their behaviour.

This sometimes causes concern for other pupils. Leaders help these pupils to make better behaviour choices, by providing them with appropriate boundaries and support.

Leaders make regular contact with families who do not ensure that their children attend well enough.

Leaders ensure that attendance concerns are tracked and followed up. Nevertheless, although overall attendance has improved, a minority of pupils miss more school than they should.

Personal development opportunities are comprehensive.

Leaders have put in place an effective programme of personal, social and health education (PSHE). Pupils benefit from a range of experiences that enhance the curriculum. These include trips and visits to places such as the Fitzwilliam Museum and a film studio, and participating in 'Science Fest'.

Leaders have established a range of strong partnerships. These include with local rugby and martial arts clubs. These give pupils experiences they might not otherwise have.

The school is well led. Governors challenge and support effectively. Leaders listen to staff and take their views on board when making decisions.

Staff value the collaborative opportunities they get to work together across the federation and the positive impact these have on workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that robust systems for recruiting safely are in place.

There are suitable safeguarding checks for any external staff or visitors.

Staff receive regular training so that they can identify any safeguarding concerns. They share and report these diligently.

Leaders ensure that any concerns are followed up appropriately. The inclusion team works effectively with other agencies to support the needs of pupils and families.

Pupils feel safe in school.

They are taught about risk. They are confident that they will be listened to and receive support where they need it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A minority of pupils are persistently absent.

This means that these pupils miss out on important learning and do not achieve as well as they should. Leaders need to ensure that all barriers to persistent non-attendance are identified and that their systems for supporting attendance enable all pupils to attend regularly.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in February 2018.

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