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Tutshill Church of England Primary School continues to be a good school.
What is it like to attend this school?
Pupils who attend Tutshill Primary are proud to belong to the community of the school, the local area and the wider world. The school bases its curriculum on developing pupils' understanding of where they live. Pupils become well-rounded young people, fully aware of the possibilities of the world beyond school.
A strong sense of belonging permeates the school. Pupils place a pebble in the bowl as they join the school to represent becoming part of the school community. They take a pebble out as they leave.
Pupils explain that this is so that every pupil, and staff... member, leave with a little piece of Tutshill.
Expectations are clear and consistent. As a result, pupils achieve well and are ready for their next steps in education.
Most pupils behave well. The school works with integrity to ensure that all pupils have the support they need to be successful young learners. Supporting pupils to learn how to learn is a strength here.
Pupils develop a clear sense of what it takes to be a confident young learner, able to cope with setbacks.
What does the school do well and what does it need to do better?
The school is led well. A clear vision of promoting global awareness successfully underpins the school's work.
Leaders at all levels are reflective and honest in their understanding of the school's strengths and weaknesses. There is an ethos of carefully considering staff well-being. Consequently, staff are happy and proud to work here.
Governors are skilled and experienced. They offer high-quality oversight of the school. Most parents and carers are highly supportive of the school and praise the impact of the school's work on their children.
Pupils enjoy school and attend well. They benefit from a wide-ranging, broad curriculum. They take part in a rich variety of clubs, activities and visits outside of school.
These help to deepen pupils' educational experiences and support their personal development. The school carefully chooses specific activities to promote social skills that involve teamwork. In bushcraft club, for example, pupils learn to work together in a natural environment.
Pupils have a strong sense of empathy and understanding about how to support others within their school, the wider community and across the world. Pupils learn about local charities and their work to provide help for vulnerable people across the community.
The curriculum itself has clarity and purpose.
Each subject includes a clear progression of knowledge that builds pupils' learning steadily. Pupils have opportunities to revisit and consolidate their learning. As a result, pupils retain knowledge and learn the curriculum successfully.
Pupils who fall behind are quickly identified and additional support helps them to catch up. There are embedded systems to check the quality of the school's work. Occasionally, however, opportunities to ensure that support for pupils is of the highest quality are missed.
When this happens, pupils do not learn as well.
Children in Reception get off to a flying start. Learning is fun and interesting.
Across the school, pupils work hard. Staff help pupils to develop habits that support them to become resilient, confident young learners. Behaviour is good.
Staff respond quickly and effectively to any occasional behaviour issues.
Pupils with special educational needs and/or disabilities (SEND) are fully included in lessons and all other activities. Clearly formulated individual plans identify pupils' next steps in their learning.
Most achieve well.
Reading is at the heart of learning at Tutshill. Staff read stories and non-fiction texts to pupils with interest and enthusiasm.
As a result, pupils develop a strong reading habit and talk with joy about books they like to read.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• At times, the teaching and learning systems and strategies in place to secure strong outcomes for pupils are not monitored closely enough.
When this happens, some pupils do not learn as well as they could. The school needs to ensure that teaching and learning systems and strategies are rigorously monitored so that they support all pupils to achieve well.
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 second ungraded inspection since we judged the school to be good in November 2014.
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