Twiss Green Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school. They feel well cared for by staff and they said that this helps them to feel safe.

They are keen to learn new things and they relished talking about the topics that they have studied recently.

The school ensures that pupils are encouraged by staff to live out the values of respect, resilience and relationships in their actions each day. Pupils are proud to celebrate their accomplishments.

Pupils respond well to the high aspirations that the school has for their achievement. Pupils with special educational needs and/or disabilities (SEND), receive appropriate support from staff. Pupils, including those with SEND, typically achiev...e well across the curriculum.

Pupils behave well during lessons. They know that staff have high expectations of their behaviour. Classrooms are calm and purposeful.

Pupils trust that staff will help them with any worries or concerns that they may have.

The school provides a range of activities for pupils to enjoy such as judo, choir, craft club and chess. These experiences help to develop their talents and interests.

Pupils are keen to take on positions of responsibility. For example, members of the school council and those who act as ambassadors help to support the local community and further improve their school. The eco-council were proud of their recent efforts to look after the environment.

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

The school has prioritised the teaching of reading. Children in the early years are surrounded by high-quality books. Teachers skilfully choose books which enthuse, inspire and ignite a love of reading among children.

Children successfully develop their language and communication skills through singing songs and by using the outdoor theatre.

Older pupils read widely and they have a clear understanding of the importance of developing a wide vocabulary. The school has a range of strategies to foster a love of reading.

For example, sharing recommended books with parents and carers is proving to be very successful in encouraging pupils to read more regularly.

Children learn phonics from the start of the Reception Year. They practise using the letters and sounds that they have learned while playing.

The school provides additional support for any pupils who are struggling with their reading. This helps them to catch up quickly. Most pupils become confident readers by the time that they enter key stage 2.

The school has developed a curriculum that is highly ambitious and that has been designed to meet the needs of all pupils. Pupils build their knowledge up in small steps which helps them to make links with what they know already. The school has carefully identified what pupils will learn and when this content will be taught.

The school has also given much thought to how teachers will deliver the curriculum across subjects. However, on occasion, some staff do not deliver the curriculum as it is intended. This means that, from time to time, some pupils do not learn as deeply as they could.

The school has improved its systems for identifying the additional needs of pupils with SEND. This has enabled the school to ensure that teachers are furnished with the information and guidance that they need to support these pupils well. Teachers successfully adapt their delivery of the curriculum to meet pupils' individual needs.

Pupils enjoy learning and playing together. For instance, children in the Reception class delighted in building towers together before counting the bricks. Older pupils encourage their younger 'buddies' to read.

At playtime, pupils play happily with friends from across different year groups. Pupils, including children in the early years are respectful of their peers. Pupils revel in the opportunity to celebrate the 'unsung heroes' in each class.

The school ensures that pupils are accepting of people with different beliefs or backgrounds. Pupils understand and celebrate the differences between people. They explain how important it is to treat everyone fairly.

Pupils learn about how to keep themselves safe when they are learning and playing online. They have an age-appropriate understanding of how to forge healthy relationships.

Governors have a clear oversight of the school's work.

They have completed suitable training to ensure that they can provide appropriate support and challenge to the school.

Staff feel well supported by leaders. They know that leaders appreciate their commitment to providing a high-quality education for all pupils.

Staff recognise that the school is doing everything it can to support their workload. The school is carefully developing teachers who are new to the profession to be successful practitioners.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school is still in the process of establishing the support that some staff require to deliver aspects of the curriculum confidently. As a result, some staff do not deliver the curriculum as it has been intended. The school should ensure that staff receive the support and training that they need to deliver these curriculums as intended.