Twineham CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this small, rural school. They feel happy and safe.

Pupils like the caring, family atmosphere. Older pupils say that the school is accepting of everyone so that no one feels left out. The school has high expectations regarding pupils' behaviour.

Committed staff have warm and supportive relationships with pupils. Throughout the school, pupils behave well. For example, they play happily together during breaktimes.

Any rare incidents of bullying are well dealt with by staff.

Pupils have many opportunities to contribute to school life, such as library monitors or sports leaders. Older pupils take their roles as 'buddies' to the Rec...eption class children very seriously.

They help children to settle into school routines and play with them at breaktimes. Pupils enjoy learning about the natural world, such as through forest school, 'welly walks' or as members of the eco-committee. The garden area is well used for planting vegetable seeds.

The school now has a clear direction and high ambition for pupils. However, weaknesses in the delivery of the curriculum remain. This means that some pupils, including those with special educational needs and/or disabilities (SEND), do not achieve as highly as they should.

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

The school has been through a significant period of change since the last inspection less than two years ago. Staff say that with each new change, there has been a different vision for the school. Now the school is on a firmer footing.

It is working with determination to strengthen the quality of education.

The curriculum is well designed and sets out the important knowledge and skills that pupils need to know. It also details how pupils' knowledge is checked.

However, many of the changes are new. Staff are still getting to grips with making sure that pupils' knowledge builds in a step-by-step way so that they are able to know more and remember more. There is a clear process for the identification of pupils with SEND.

However, work provided in some subjects is not adapted well enough for their needs. This means that some pupils, including those with SEND, do not achieve the best possible outcomes.

The school has made reading a priority.

Staff are well trained to deliver the phonics programme. Children in the early years practise matching letters to the sounds they represent. Pupils develop a love of reading through a range of experiences that stimulate their interest such as reading events, competitions and visiting authors.

Many pupils enjoy looking at a book with the school's 'reading dog'. Pupils with SEND have positive attitudes to reading. In this aspect of the school's work, they receive the support that meets their individual needs well.

In early years, the curriculum is well designed. Children settle quickly into the Reception class. They enjoy practical and purposeful activities.

Children enjoy exploring the interesting environment outside. The early years curriculum gives children the knowledge and skills they need so that they are well prepared for their learning in Year 1.

Pupils behave well and have positive attitudes to their learning.

They work hard in lessons and want to please their teachers. The new behaviour management approach has ensured that behaviour expectations are clearly defined. Pupils' attendance is a high priority.

The school takes appropriate action to address absence so it reduces over time.

The school provides well for pupils' personal development. They learn about different cultures and beliefs and the importance of respecting differences.

Pupils learn how to stay physically healthy. Many pupils said how much they enjoyed the large range of sports available through local partnerships. The school organises a variety of memorable trips and visits that enhance pupils' learning, such as to a local farm.

Pupils learn how to run a company through an 'entrepreneur experience' organised by parents.

Staff are positive about the recent changes that have taken place. They are proud to work at the school and consider that their workload is manageable.

The governing body has been through a period of upheaval. New governors have joined recently. This has given the governing body a wider profile of skills.

The governing body is in the early stages of gathering the information needed so that it can be effective. Currently, therefore, governors do not hold the school to account well enough or have a sharp enough understanding of what needs to improve further.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not always build the strong subject knowledge needed for pupils to learn well. This means that pupils have gaps in their knowledge and understanding. The school should continue providing effective guidance to ensure that the curriculum is well implemented so that pupils learn as well as they should.

• The curriculum for pupils with SEND is not always adapted well enough to meet their needs. This means that pupils do not achieve the best possible outcomes. The school needs to ensure effective approaches are in place so that pupils with SEND learn consistently well.

• Governors do not hold the school to account well enough. They do not have sufficient information to gain a clear insight into the school's development needs and priorities. Governors should gather sufficient information so they can provide robust challenge to help the school make the improvements needed.