Talbot First School

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About Talbot First School

Name Talbot First School
Website http://www.talbot.staffs.sch.uk/
Ofsted Inspections
Headteacher Mr Jonathan Farrington
Address Church Lane, Kingstone, Uttoxeter, ST14 8QJ
Phone Number 01889500273
Phase Primary
Type Community school
Age Range 3-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 34
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils like being with children of different ages. They care for one another well. Parents and carers, and pupils said the school is like a family.

A typical comment was: 'The staff go above and beyond and have created a place of warmth, happiness, safety and learning.'

Pupils enjoy school. Staff manage behaviour in a consistent and positive manner.

As a result, the school is calm, and pupils behave well. Bullying is rare but, when it happens, staff deal with it immediately.

Things are getting better at Talbot First School.

Standards in reading and mathematics have risen. However, changes to the curriculum in other subjects are too recent t...o have had an impact on what pupils have learned and remembered. Leaders are ambitious about what pupils should achieve.

Pupils talk enthusiastically about the activities they do. For example, they enjoy learning to play the ukulele, going to forest school and 'chatting' to the school dog. Despite the range of experiences offered to pupils, teachers could do even more to develop pupils' understanding of different faiths and cultures.

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

The interim executive headteacher has made effective changes to the curriculum. He has rightly prioritised pupils' learning in reading and mathematics. The curriculum in these subjects is carefully thought out.

Teachers ensure that knowledge is being taught in the right order to help pupils remember their learning. Leaders have begun to make sure that learning is as strong in other subjects such as history and art. However, this work is too recent to ensure pupils' knowledge and skills build well over time.

The teaching of reading is a high priority. Pupils begin to learn phonics right from the start of the Reception Year. Staff teach phonics well.

This ensures that pupils become fluent and confident readers. Teachers check pupils' understanding to make sure that they do not fall behind. If they need extra help, staff provide support straight away.

Pupils have lots of opportunities to practise their reading. This helps them to become stronger readers as they move through the school.

Pupils understand the school's values well.

For example, one pupil said that, 'Being inclusive means you should count everyone in and leave nobody out.' Pupils say this happens in school. Pupils cooperate with each other and support one another well.

They celebrate each other's successes. They appreciate times for quiet reflection, which promotes their mental well-being well.

Pupils know the difference between right and wrong and follow school rules well.

They have good attitudes to learning and behave well. They help others who are less fortunate. For example, they donated harvest festival produce to the local food bank.

However, pupils' understanding of different religions and cultures is less well developed. For example, the school has strong links with its local church, but pupils do not have a wider knowledge of different places of worship.

Children in the early years settle quickly and are happy.

Adults care for the children well. The calm and well-ordered environment is bright and stimulating. Children confidently use their early reading, mathematical and creative skills both indoors and outside.

Adults are skilful in knowing when to let children follow their interests and when to intervene or ask questions. As a result, children develop a wide vocabulary, make good progress and achieve well. For example, children talked enthusiastically about the design of the shakers they had made.

One child put her model to her eye and said it was 'binocular-shaped'.

Pupils with special educational needs and/or disabilities (SEND) are fully included in all aspects of school life. However, they do not have enough opportunities to use their mathematics and reading skills in problem-solving and writing activities.

Consequently, they do not make as much progress as they could.

The interim executive headteacher provides effective leadership. He has addressed the most important concerns quickly and effectively.

He has a clear, strategic plan of what staff need to do next. Staff say that leaders consider their well-being, and that workload is manageable. Parents are overwhelmingly supportive of the school.

Governors have maintained a careful watch on safeguarding and ensure that staff receive the necessary training. However, in other areas of their role, they have not been as effective. The newly appointed chair of the governing body recognises this.

They have devised a plan to ensure governors begin to hold the school to account.


The arrangements for safeguarding are effective.

All staff and governors understand their responsibilities for keeping children safe at school.

Staff have regular training so that they know what to do when a pupil may be at risk. They are vigilant and report concerns quickly. The school works well with outside agencies, so pupils receive the support they need.

Checks on new staff and their suitability to work with children are thorough. Pupils feel safe. They know there is always someone they can trust with any concerns they may have.

Pupils have a good understanding of managing risks and staying safe, for example, when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in other subjects is not as well developed as it is in reading, mathematics, history and art. Consequently, pupils do not achieve as well as they could in these other subjects.

Leaders need to build on the work already started to develop the curriculum further. Leaders need to plan and sequence the curriculum so that pupils know more and remember more over time. ? Pupils with SEND do not have enough practice in applying their knowledge to problem-solving and writing activities.

Leaders should build in opportunities for these pupils to recall and use what they know to achieve the best possible outcomes. ? Pupils have limited knowledge of different faiths and cultures. As a result, they are unable to discuss confidently and reflect upon views, beliefs and lifestyles that are different to their own.

Leaders need to ensure that the curriculum helps pupils to develop their understanding of other faiths and cultures. ? In the past year, personnel issues have distracted governors from fulfilling their role effectively. They do not have a clear understanding of the strengths and weaknesses of the school's curriculum.

Consequently, they are unable to hold school leaders to account. The newly appointed chair of the governing body has clear plans, including training, to develop governors' understanding of their role. Governors need to carry out those plans so they will be better equipped to hold leaders to account for the quality of education in the school.

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