Tuckswood Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning and most achieve well at school. Standards are improving because the school has improved the curriculum. Lessons are interesting and pupils listen attentively to their teachers.

When pupils are learning new information, teachers explain things well. Teachers give help when needed so pupils can improve their work. Occasionally, a small number of pupils do not have tasks that help move their learning forward.

Pupils do not always take enough care with their handwriting in some lessons.

Behaviour in lessons and around the school is mainly calm and orderly. The school has strong and effective systems in place to support and manage the very s...mall minority of pupils who find it hard to regulate their behaviour.

Consequently, learning is not disrupted. Pupils know and understand the school values. They like the new behaviour system because it helps them concentrate on their work and be kind to each other.

Pupils have lots of friends at school. The well-trained 'peer mediators' skilfully help when pupils have occasional disagreements at breaktime or lunchtime. Pupils are confident to talk to an adult if they are worried about anything.

Pupils enjoy the many clubs, visits and visitors the school organises for them.

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

Since the last inspection, leaders have successfully driven rapid improvement. They have addressed the areas for improvement from the last inspection.

Standards are rising because the curriculum and teaching are effective. Pupils remember what they have learned and are learning in most subjects. For example, in science, Year 4 pupils can recall the names and order of the planets learned in Year 2.

They are currently learning more about the planets and can explain what the planets are like and why.

The school provides effective support for pupils with special educational needs and/or disabilities (SEND). There are strong systems in place to identify pupils' needs.

The school works tenaciously with external experts to ensure pupils get the best help and support. Pupils with SEND achieve well from their starting points in most subjects. Teachers have received effective training.

They are confident to teach most subjects well. In a few subjects, teachers need further training so learning tasks are sufficiently adapted to enable pupils, especially those who find learning more difficult and pupils with SEND, to learn their best. Teachers check how well pupils are learning the curriculum at the start of every lesson.

The revised phonics curriculum ensures all pupils learn to read from Reception onwards. Effective training means phonics is taught consistently well. Pupils learn to read and accurately write their sounds in every lesson.

Most pupils can read simple texts by the end of Year 3. Most pupils write neatly in reading and English lessons. However, the high expectations for handwriting are not maintained in all subjects.

The new reading curriculum helps pupils to understand what they are reading. Consequently, pupils rapidly develop a love of reading. Older pupils talk with enthusiasm about their favourite authors and the types of books they like to read.

Teachers encourage pupils to read more widely through reading time at the end of the day.

Staff consistently apply the new behaviour policy. All adults have high expectations for pupils' behaviour.

Pupils understand the behaviour policy and value the rewards they receive for good behaviour. Most behave well in lessons and around the school. The conversations staff have with pupils if they choose not to behave well are helping pupils understand the importance of good behaviour.

The early years curriculum is carefully designed to ensure children are ready to learn in Year 1. Children are taught phonics and number work from the start. There is a strong focus on teaching accurate speaking and careful listening, and on developing children's personal, emotional and social skills.

Children behave well in the early years because adults build positive and caring relationships. Learning activities are fun and engaging. Adults are skilled at developing children's thinking and learning through the conversations they have and the questions they ask during learning activities.

Pupils love the wide variety of extra-curricular activities the school provides. They are keen to achieve the 'Tuckswood 70' by the time they leave the school. Pupils understand and value difference.

They are considerate and have genuine understanding of those who find learning and behaviour difficult.

Teachers are proud to work at the school. They are well supported with their well-being and workload.

Governance is strong. The school is held to account effectively for the quality of education by local governors and the trust.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teachers do not adapt learning tasks sufficiently for pupils who find learning difficult and for a few pupils with SEND. As a result, these pupils do not learn as well as they could. The school must ensure that tasks are designed to support all pupils to achieve their best.

• Some pupils find it difficult to present work well with accurate handwriting. This can reduce the quality of the work they produce. The school must support pupils with their handwriting and presentation skills to improve their work to a higher standard.