William Tyndale Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and nurturing school where pupils thrive.

Pupils love coming to school every day. Their behaviour in class and as they move around the school is exemplary. Pupils are articulate and polite.

They are confident, feel safe and well cared for by all staff.

Leaders have the highest expectations for what pupils can achieve. All pupils rise to these expectations.

Pupils make strong progress from their starting points in the early years to the end of Year 6. The school's published outcomes show pupils achieve well.

Pupils are taught about the wider world and to be responsible and caring citizens.

They represent the school's ...values including 'respect' and 'enterprise', at every opportunity. For example, by taking on positions of responsibility in school, such as skills builders, dyslexia ambassadors or playground leaders.

Pupils with special educational needs and/or disabilities (SEND) are well supported to access the same ambitious curriculum as their peers.

Pupils visit a wide range of interesting places such as museums, local places of worship and art galleries. They talk with enthusiasm about how such visits help them in their learning. Pupils are well prepared for the next stage of their education.

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

The school's leadership has designed a highly ambitious curriculum. It identifies the important knowledge and skills that pupils must learn and the order in which they need to learn it. This begins in early years.

The exceptional start to school that pupils experience is impressive. The early years is alive with rhymes, music, painting and learning activities to build children's communication and language skills. The environment is stimulating and there are rich opportunities for children's physical development.

There are strengths in many subject areas, such as mathematics and early reading. In these subjects, staff check pupils' learning regularly and adjust their teaching in response to pupils' needs. However, the teaching of writing is not consistently strong.

Consequently, some pupils do not learn how to form letters accurately or write with fluency. As a result, some pupils are not achieving as well as they could by the end of key stage 2.

The school prioritises the teaching of reading.

Staff have the knowledge and skills to teach early reading effectively. They use information from assessments to spot when a pupil has fallen behind. The school uses extra reading interventions to close any gaps quickly.

The books that pupils read match their phonics knowledge closely. Older pupils access a wide range of diverse and high-quality texts which builds their vocabulary and inspires them to read for pleasure. Most pupils quickly become confident and fluent readers.

Support for pupils with SEND is highly effective. The school identifies pupils' needs quickly and puts appropriate support in place. Skilled staff ensure that pupils with SEND fully access the school's curriculum through a wide range of adaptations.

These pupils acquire the knowledge they need to learn and achieve well. Pupils who require more emotional or well-being support benefit from individually tailored programmes.

Staff have high expectations for pupils' behaviour.

There is no low-level disruption in lessons. Pupils play well together in the playgrounds and the warmth and trust between pupils and staff is clear to see. Pupils can all name a trusted adult they can share any concerns with.

Bullying is never tolerated and swiftly dealt with if any incidents occur.

The school places great importance on pupils' regular attendance and punctuality. The school supports pupils and their families when their attendance falls below the expected high levels.

This work helps to bring about swift and sustained improvements in pupils' attendance. Overall, attendance is high and persistent absence is low.

The school's work on pupils' personal development is exemplary.

In addition to their lessons, pupils benefit from a wide range of additional opportunities. A large selection of clubs such as choir, drama, football, gymnastics, debating and many others suits all interests and talents. School trips and residential visits are memorable and meaningful for pupils.

Pupils have an age-appropriate understanding of different families and lifestyles. They know that everyone is unique and differences are to be celebrated.

The school's leadership and those responsible for governance fulfil their roles extremely well.

Governors have an accurate understanding of the school. They take time to talk to pupils about their daily experiences, which gives them useful insights to guide their work. Staff are proud to be part of the school.

They appreciate how leaders manage their workload and well-being. The vast majority of parents and carers are highly positive about what the school provides for their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's work to improve pupils' writing is still being embedded. Some pupils do not have secure writing skills, which hampers their ability to write fluently because they cannot form their letters correctly. The school must support pupils to develop secure writing skills effectively.

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