Tyndale Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Tyndale Primary is a school where everyone is welcome as part of the 'Tyndale Family'. Relationships between staff and pupils are strong.

These are rooted in the school's ethos, based on values that include respect and ambition.

Staff have high expectations for all pupils. Pupils understand these and know why it is important to do their best.

They enjoy sharing their learning with others and are curious about the world around them. Pupils are proud of the rewards they receive for making good choices about their work or behaviour.

Pupils are inquisitive and engaging.

They know the school rules and behave well. Beyond the classroom, pupils soc...ialise happily. They feel safe and know that a trusted adult will help them if they have any worries.

Pupils are proud of the responsibilities they hold. These include being eco-warriors and sports ambassadors. Pupils develop confidence and independence through such leadership positions.

The school supports pupils to become active citizens in their community. For example, pupils participate in local journalism.

Pupils take part in a range of enrichment activities.

These are carefully planned to support and build on areas of the curriculum. For example, pupils enjoyed their visit to an ancient fortress to further their knowledge in history.

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

The school, with support from the trust, has reviewed and developed the curriculum so that it is relevant and ambitious.

It focuses on the important knowledge that pupils need to learn over time. Pupils revisit learning regularly and link this knowledge to new ideas and concepts. However, in some foundation subjects, the way the curriculum is taught is not best suited to exactly what it is that pupils need to learn.

Where this is the case, pupils' understanding is not fully developed.

In many subjects, teachers check what pupils know and remember. Pupils who have fallen behind are supported to catch up and keep up.

However, in some subjects, teachers' use of assessment is not fully developed. This means they do not always form an accurate picture of how successfully pupils learn the curriculum.

Children in Reception class make a strong start.

The curriculum supports children to develop their understanding in all areas of learning. Staff provide rich opportunities for children to learn both inside the classroom and outside.

There is a sharp focus on reading.

Although improvements to the reading curriculum have not yet had an impact on published outcomes in phonics, they are having an impact on how well current pupils learn to read. Children in the early years learn to read as soon as they start school and enjoy sharing books with staff. They learn letters and their corresponding sounds successfully.

The books children read are well matched to the letters and sounds they know. This helps them to extend their vocabulary and develop their pronunciation. Beyond phonics, pupils continue to develop their knowledge and skills through a carefully planned reading curriculum.

Those pupils who need extra help with their reading get appropriate support. This means that they gain the knowledge and skills they need to become confident, fluent readers. Pupils develop a love of reading and enjoy a range of fiction and non-fiction books.

Pupils relish the opportunity to share book recommendations with others.

Pupils with special educational needs and/or disabilities are well supported. Staff know pupils' needs well and carefully consider the support they require.

The school works in partnership with parents and external agencies to secure this support. Staff adapt the curriculum to meet pupils' needs effectively.

There is a carefully planned curriculum to support pupils' broader development.

Pupils are interested to learn about other cultures and faiths. For example, they visit places of worship, such as a mosque and Buddhist temple. Pupils demonstrate respect for other religions and cultures.

Pupils talk confidently about British values, such as democracy. For example, they make links between the democratic process and voting for school council ambassadors. Pupils have a strong sense of justice.

They understand that discrimination is wrong and that everyone should be treated equally.

Pupils know how to look after their physical and mental health. They appreciate periods of reflection within the school day.

They say these help them to relax and 'reset'. Pupils enjoy taking part in 'run a mile' and participate in sporting activities. They understand the need to eat well and keep active.

The school and the trust are committed to the mission to give 'every child the best chance of success.' All leaders and those responsible for governance assure themselves that the education that the school provides has a positive impact on all its pupils.

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 foundation subjects, the school's approach to assessment is not fully developed. This means teachers do not always form an accurate picture of how successfully pupils have learned the curriculum. The school and the trust need to ensure that the use of assessment identifies exactly what pupils know and remember.

In some foundation subjects, the way the curriculum is taught is not best suited to what it is that pupils need to learn. As a result, pupils' understanding is not fully developed. The school and the trust need to ensure that teaching supports pupils to learn important knowledge securely.

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