Tweseldown Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders aspire for all pupils to be confident, life-long learners ready to achieve their very best in life.

They want to open pupils' eyes to a world of possibility. Pupils learn about working life by visiting workplaces such as the local vets. Furthermore, visitors, such as a Paralympian, teach pupils about the values of perseverance and resilience.

Pupils receive high-quality pastoral support. Warm supportive relationships help them to feel safe, grow in confidence and flourish. As one parent stated: 'This school has a wonderful, nurturing environment and my child has thrived.'



Pupils show respect to others and are kind. They clearly understand t...he school rule, 'kind hands, kind feet, kind mouths'. Pupils learn what this means right from the start of Reception.

Children in Reception learn how to form positive friendships with each other and how to play together successfully. Bullying is very rare. When pupils are unkind to one another, leaders deal with this promptly and effectively.

This prevents incidents from escalating further.

Through performing at local community events in front of large audiences, pupils develop confidence. Pupils also learn the importance of serving others.

They particularly enjoy planting bulbs and entertaining the residents at a local care home.

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

Leaders are ambitious for all pupils, including those with special education needs and/or disabilities (SEND), to achieve well. Leaders have designed a broad curriculum.

This identifies the important skills and knowledge that pupils must learn. In some subjects, this knowledge is broken down into a logical sequence that builds right from the start of Reception to the end of Year 2. For example, when studying the seasons in science, the curriculum identifies the exact knowledge that teachers need to teach, when to teach it and when to revisit it.

In subjects where the curriculum is well sequenced, pupils remember their learning and achieve well. Teachers design activities that ensure all pupils, including those with SEND, develop their understanding securely. Teachers check what pupils' have learned routinely and address misconceptions swiftly.

In some subjects, the curriculum design does not identify the knowledge that teachers need to teach precisely enough. Also, the curriculum sequence does not enable pupils to make helpful connections between concepts. Pupils do not remember what they have learned as effectively.

For example, in mathematics, pupils are not always given the opportunity to strengthen their mathematical understanding by practising calculation strategies through solving problems.

Leaders want all pupils to love reading. Leaders are ambitious for pupils to be confident, fluent readers by the end of Year 1.

Children learn phonics right from the start of Reception using a well-sequenced programme. All staff follow this programme consistently. Pupils practise reading using books that are matched closely to the sounds they know.

This enables them to read with confidence and fluency. Adult support for those who are finding reading more difficult is planned systematically, and therefore is effective.

Pupils behave well in lessons and around the school.

They collaborate happily. For example, in Reception, children cooperate well together when acting out learning about doctors as part of their 'Heroes' topic. Pupils are polite and respond well to adults.

They demonstrate the high levels of respect modelled by staff. This includes valuing their learning environment, particularly in the early years where children share resources well and clear up willingly when asked.

Leaders' provision for pupils' personal development is a strength.

Pupils learn about healthy relationships in an age-appropriate way. They learn about the diversity of modern British society through lessons, assemblies and listening to high-quality, well-chosen literature. Leaders develop pupils' talents and interests through a wide range of appealing clubs, for example French, yoga and choir.

Leaders are keen that no one misses out. They make sure that pupils who will benefit from or enjoy a particular club are specifically invited to attend. Recently, leaders have introduced 'board games afternoons'.

Through these sessions, pupils learn the art of cooperation and social interaction, and the skill of losing graciously.

Leaders and governors have a sharp focus on providing high-quality education for all, including pupils who are disadvantaged and those with SEND. Governors routinely challenge leaders, asking carefully considered, focused questions.

Subject leaders know their subjects well. They are passionate about continuing to improve the curriculum. Leaders know that there is still work to do in some curriculum areas, but their ambition to achieve this swiftly is clear.

All staff are proud to work at the school. They appreciate the support they receive to develop professionally and manage their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of vigilance. They are aware that even the smallest concerns can indicate a pupil is at risk of harm. Leaders always seek to act in pupils' best interests.

When necessary, leaders make referrals to external agencies swiftly. This ensures that pupils and their families get the help they need quickly. Leaders make all appropriate checks to ensure that adults in school are safe to work with children.

All pupils learn how to keep themselves safe online. Pupils know that there are trusted adults to speak to in school if they have a worry or concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the curriculum content is too broad.

Leaders have not identified with enough precision the detailed knowledge that pupils need to learn. Therefore, pupils are not able to make links between concepts securely enough, so they build and apply knowledge systematically. Leaders need to continue to refine the curriculum so that the exact knowledge that pupils need to learn and when they need to learn it is clear.