Twynham Primary School

Highlights from Latest Inspection

Outcome

Twynham Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Jennifer Hunter. This school is part of Twynham Learning multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Gareth Morris, and overseen by a board of trustees, chaired by Tom Ormerod.

What is it like to attend this school?

Pupils at this school are nurtured to become articulate individuals ready for the wider world. The school has created a strong sense of belonging. The proudly positioned Christmas tree displays ornaments cr...eated by each pupil.

This visually reminds them that they are an important part of the school community.

Pupils are proud to display the school's 'star' values of 'service, teamwork, aspiration and respect'. Pupils are keen to work with the community and build their confidence because they hold the value of service in high regard.

They sing at coffee afternoons to raise money for charities such as Age Concern. Pupils are clear on the learning behaviours expected of them. They rise to these expectations well.

As a result, pupils achieve well from their starting points.

Pupils benefit from an extensive extra-curricular offer. Clubs such as karate, choir and fresh air club help pupils to broaden their interests.

Sugar-craft cake decorating is popular, with pupils creatively making robins from chocolate oranges and fondant. Pupils practise resilience when they go on school trips. For example, they orienteer at night and observe bats by using torches.

Pupil leaders, such as sports captains, enjoy creating obstacle courses for younger pupils to enjoy together.

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

Reading underpins the school's curriculum. The promotion of a love for reading has been entwined with the school's focus on mental health and well-being.

The school has carefully considered which stories and texts will support pupils. These are not just to enhance their academic journey but also to support them through life's challenging moments, for example losing a loved one. Pupils learn about 'big ideas' through these texts, such as the fundamental British values.

This love of books extends to physical education, where pupils learn to play Quidditch. Children learn to read as soon as they start school. They read books that match the sounds they know so that they can become confident readers.

Staff have had training to be able to teach the scheme well. They regularly check how well pupils have learned new sounds. Staff provide swift support so that pupils can keep up.

Because of this, pupils learn to read fluently.

The school, alongside the trust, has developed a broad and ambitious curriculum. The most important knowledge pupils need to learn and the order in which they need to learn it in many subjects are clear.

Because of this, teachers have clarity about the important knowledge that pupils need to revisit. Teachers check learning based on these key concepts. This helps pupils to remember their learning well over time.

For example, in history, Year 6 pupils can remember learning from Year 4 about Stone Age tools and how to make them. In a minority of subjects, however, the most important knowledge pupils need to learn is not as clear. This means some pupils' recall of previous knowledge is patchy.

They do not develop the same depth of knowledge as they do in subjects where the most important knowledge has been defined.

Staff are ambitious for pupils with special educational needs and/or disabilities (SEND). These pupils are quickly identified and well supported.

Staff adapt lessons well to meet the needs of pupils with SEND. This means these pupils learn well alongside their peers.

The school's meticulous analysis of attendance means pupils attend well.

The trust's song 'Better Together' illustrates how the school creates cohesion and belonging. Song lyrics such as 'no wall too high, none left behind' demonstrate the school's commitment to developing resilience and inclusivity. Pupils exhibit these traits.

They try hard in lessons. Pupils thoughtfully include others in their play. As a result, the school is a joyful place to learn.

The approach to develop pupils beyond the academic is praiseworthy. The school has identified that some pupils needed support to be more self-assured. As a result, the school created a comprehensive leadership programme to develop pupils' responsibility and citizenship.

Pupils apply for important roles such as being recycling and cloakroom monitors. Pupils host activities for younger pupils, supporting them with their well-being. For example, they create 'dance wake-up calls' so that pupils are alert and ready to learn.

Pupils learn how to make positive contributions to society.

Leaders and those responsible for governance have an accurate view of the school's strengths and areas for development. Together, they have made decisions in the best interests of pupils.

Staff value the array of support they have received from both school leaders and the trust to enhance their teaching of the curriculum.

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 wider subjects, the curriculum does not define the most important knowledge that pupils should know and remember.

Because of this, some pupils struggle to remember their learning within these subjects. The trust should identify the most important knowledge pupils need to learn. This will enable staff to teach and revisit these key components of learning so that pupils remember their learning well over time.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 first ungraded inspection since we judged the school to be good for overall effectiveness in April 2019.