Alfred Lord Tennyson School-2 sites (Tennyson Rd and Alfred St)

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About Alfred Lord Tennyson School-2 sites (Tennyson Rd and Alfred St)

Name Alfred Lord Tennyson School-2 sites (Tennyson Rd and Alfred St)
Ofsted Inspections
Headteacher Mrs Kelly O'Connor
Address Alfred Street, Rushden, NN10 9YS
Phone Number 01933353762
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 81
Local Authority North Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming school where most pupils enjoy learning.

Leaders want pupils to achieve well. Teachers' expectations of what pupils should and can do are rising. Pupils are now reaching higher standards in some of their learning.

This is not yet the case across all subjects, or for some pupils.

The school learning environment is stimulating and vibrant. Many pupils have positive attitudes towards their learning.

Pupils told us that behaviour is improving. A few pupils with more complex needs sometimes disrupt the learning of others. Staff care for the pupils well and help them to keep safe.

Pupils told us how they can talk with an adult ...if they have any worries. Most pupils feel that staff deal with bullying well when it does occur.

Staff set good examples and show pupils how to be respectful citizens.

Pupils play and get on well together. Most pupils were friendly and polite towards us during the inspection. Pupils understand and follow the school's values.

They take part in community activities. Pupils lay wreaths at the yearly memorial service. They also attend armed forces days and donate to local food banks.

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

Leaders have begun to design a suitable curriculum for mixed-aged classes. In 2019, Year 6 pupils achieved better in reading, writing and mathematics than pupils have done in the past. In all subjects, there is now a planned programme of what pupils need to know and be able to do.

In some subjects there is a sensible order in which to teach new content. This is not the case in all subjects.

At times, teachers' knowledge and practice are not as strong as they should be.

Pupils do not remember enough about what they have learned. Some pupils find it difficult to recall key information. Leaders are supporting teachers to better deliver the subject plans.

Teachers are developing new assessment approaches. This is beginning to help them identify and fill gaps in pupils' learning.

Some pupils in Year 3 have weak reading skills.

Leaders have introduced a new phonics programme and have trained staff to deliver it. It is too soon to know how effective the programme will be in improving pupils' early reading skills. The books which pupils read as part of this programme are well matched to the sounds they know.

Most pupils told us that they enjoy reading. They make good use of the library and change their books often. Some pupils are not confident when discussing their reading or book choices.

Leaders have launched a new approach to writing this year. They have created long-term plans for what pupils should learn and be able to do. Although it is early days, the quality of pupils' writing is showing signs of improvement.

Most pupils behave well. Yet, some pupils behave in a way that disrupts the learning of others. Leaders are developing pupils' resilience and self-awareness.

The outdoor adventure programme is supporting this well. Staff provide a good range of activities beyond the classroom. Pupils were eager to tell us about the knitting club.

We also saw 'sports crew' pupils enjoying leading playtime games. Leaders prepare pupils for life in modern Britain. Pupils' understanding of the spiritual and cultural differences in the world is still developing.

Leaders do not provide pupils with special educational needs and/or disabilities (SEND) with enough support. Teachers do not adapt the curriculum to match the needs of these pupils as well as they should. Leaders do not ensure that pupils' improvement targets are precise enough.

They do not check incidents of poor behaviour well enough to help some pupils improve their behaviour.

The local authority and a national leader in governance support the work of the school well. Leaders are working hard to get parents involved with their children's learning.


The arrangements for safeguarding are effective.

Leaders make the right checks on staff before they start work at the school. Staff are knowledgeable and understand current safeguarding guidance and procedures.

Pupils learn how to keep themselves safe. The school's personal, social, health and economic education programme contributes well to this. Pupils have the confidence to talk to staff if they have a problem.

Staff are vigilant in looking out for signs that a pupil may be at risk. Leaders respond well to any concerns reported. They are diligent in following up these concerns and make sure that pupils get the support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The full curriculum is not sufficiently well developed to build pupils' knowledge. Pupils do not gain enough knowledge in some subjects. Leaders should develop the subject plans they have started so that they build up pupils' knowledge and skills in a coherent and logical manner.

. Teachers do not consistently deliver the curriculum well. This includes their use of assessment to check on what pupils know and can remember.

Some pupils do not learn as well as others do. Sometimes teachers do not meet pupils' learning needs as well as they should. Leaders should ensure that teachers have the knowledge and skills to deliver the planned curriculum.

They should make sure that teachers follow the agreed subject plans. Leaders should develop teachers' use of assessment to check what pupils learn and remember.Some pupils in Year 3 have weak reading skills.

They do not catch up quickly enough. These pupils find it difficult to access the full curriculum. Leaders should build on what they have started in implementing the new phonics programme.

They should ensure that pupils have the required reading knowledge to access the full range of subjects. . Leaders have not paid enough attention to supporting pupils with SEND.

Pupils with SEND do not achieve as well as they should across the curriculum. At times their behaviour disrupts the learning of other pupils. Leaders should ensure that pupils with SEND receive appropriate support to help them improve their behaviour and achieve well.

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