Turners Hill CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to come to this small village school, saying that their teachers know them well and make learning enjoyable.

Right from Reception, where children become ground-tidying 'womblers', pupils are taught to be responsible for the environment. Elected through a democratic process, they become worship leaders, crew leaders and members of the pupil parliament. Pupils enjoy contributing to school life, growing in confidence through knowing their views are valued.

Pupils benefit from trips and visits to make learning memorable. Years 5 and 6 spoke with delight about their Victorian trip to Preston Manor. After applying for jobs in servants' roles, they had a tri...al period and reflected on workers' conditions then and now.

When learning about animals, Reception and Year 1 pupils visited Drusillas Park to experience handling a range of different species.

Leaders have high expectations, and pupils attain well throughout the school. Pupils are taught to be considerate, reflective and determined learners in line with the school motto 'Stewards of the Earth, Eager to learn, Faithful to God'.

Right from Nursery, behaviour is excellent. Pupils appreciate their peaceful school, surrounded by countryside views, which they say helps them feel calm and focus on learning.

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

Leaders have worked together with determination to develop a carefully thought-through curriculum which builds logically from Nursery to Year 6.

They have identified the precise knowledge pupils must understand and remember. When mixed-age classes learn the same subject, teachers know precisely what must be taught to each year group. In the early years, staff skilfully tailor learning to reflect children's interests, which they weave into curriculum learning objectives.

Leaders quickly identify any pupils who may have special educational needs and/or disabilities (SEND), having high expectations that they will attain well. Subject leaders work with teachers to break the curriculum down into smaller steps and adapt it for pupils with SEND so that they learn the same curriculum as their peers and attain well.

Teachers have secure subject knowledge and present the curriculum in ways which stimulate pupils' thinking.

They use assessment effectively to check pupils' learning at the time. Teachers' development needs are accurately identified, and leaders focus training on priority areas. Recently, leaders have further developed teaching practice so that activities are used more precisely to help pupils to remember long term what they have learned.

Teachers already make effective use of discussion and recall in some subjects, and leaders know what must be done to ensure that high-quality practice is consistent across the curriculum.

Leaders have continued to develop existing strong practice in the early years so that children attain highly and are ready for the curriculum in Year 1. Adults focus on building children's language through discussion and high-quality interaction which expands children's understanding of vocabulary.

Children in the early years behave exceptionally well. They are engrossed in independent activities. Children understand the school's values and are kind to each other.

Leaders prioritise reading across the curriculum. Staff have had the training they need and phonics is taught consistently well. Pupils get off to a strong start in the early years, where they are inspired by songs, rhymes and stories.

When recently learning about pirates, they were enthused by 'Black Bart Roberts' who told them tales of adventure in hot and cold seas when finding stolen treasure hoards. By the end of Year 2, pupils are fluent readers, able to recognise complex sounds and tricky words. Teachers accurately match the books pupils read and practise to the sounds they know.

Adults notice pupils' misconceptions and correct them in lessons. If pupils are at risk of falling behind, they benefit from one-to-one or small-group tuition.

As pupils say, the school has 'brought them up well' to be generous, kind and forgiving.

They are given many opportunities to develop character through the curriculum and a range of after-school clubs. Pupils learn about different faiths, considering what is important and showing respect for others' beliefs. They are taught how to stay healthy physically and how to recognise their emotional needs.

In assemblies and throughout the curriculum, pupils encounter notable people from a variety of cultures and backgrounds. They learn to appreciate their differences. Older pupils openly and maturely discuss issues such as their own neurodiversity and different kinds of families.

As one pupil put it, 'It's OK to be yourself in this school and you'll be respected.'

Safeguarding

The arrangements for safeguarding are effective.

Leaders know pupils and their families well and are alert to changes, no matter how small.

Staff are well trained to recognise signs of pupils needing help. They know how to report concerns about adults or pupils and do so confidently. Leaders take swift action, making timely referrals to outside agencies.

Staff are expertly trained to work with pupils and their families, which means help is forthcoming quickly.

Pupils are taught about staying safe when on the internet. They know that people are not always who they say they are, and they should never give away personal information.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teachers do not systematically check that pupils have understood and remembered the curriculum. Pupils do not attain as well as they could. Senior leaders should continue to support subject leaders so they, in turn, can develop teachers' practice.

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