Tanworth-in-Arden CofE Primary School

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About Tanworth-in-Arden CofE Primary School

Name Tanworth-in-Arden CofE Primary School
Website http://www.tanworthschool.co.uk
Ofsted Inspections
Headteacher Mrs Shelley Bamford
Address The Green, Tanworth-in-Arden, Solihull, B94 5AJ
Phone Number 01564742284
Phase Academy
Type Academy converter
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 236
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

Tanworth-in-Arden CofE Primary School is at the heart of its village community. Pupils are proud of the school and value the quality of education it provides. Pupils live the school motto: 'In God's family living, growing, learning to be our best'.

Pupils are happy and safe and they attend school regularly. Incidents of bullying are rare. Leaders respond well to any concerns that pupils have.

Leaders ensure that the curriculum meets the personal and academic needs of pupils. Pupils enjoy reading. A range of enrichment activities, such as after-school clubs, trips and visits, allow pupils to develop their talents and interests.

Sports clubs, including hockey, ...football, netball, tennis and cricket, allow pupils to develop physical and competitive skills. Educational trips allow pupils to build on their learning in the classroom.

Leaders ensure that pupils' behaviour is managed consistently and fairly across the school.

Pupils are polite and courteous. Leaders expect all pupils to do their best. Pupils meet these expectations.

They work hard and concentrate in lessons. The majority of parents and carers are extremely positive about the school.

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

Leaders have created an ambitious curriculum for pupils.

In most subjects, learning is carefully sequenced so that pupils build up knowledge over time. Subject leaders make sure that teachers present new learning well. Teachers regularly recap on pupils' prior learning.

This helps pupils to remember things they have learned before, so they achieve well. For example, pupils in Year 6 build on their knowledge of the water cycle to learn about river formation. However, a minority of subjects are less well developed.

Leaders have only recently revised these subject curriculums. Leaders are not aware of what pupils know and remember in these subjects.

Teachers have high expectations of pupils.

In most subjects, teachers have the subject knowledge they need to teach well. Pupils' learning matches the aims of the ambitious curriculum. Teachers make regular checks on pupils' learning during lessons and over time.

This helps them to spot and address any misconceptions quickly. As a result, pupils achieve well in these subjects.

Children in the early years settle well into school life.

This is because staff have high expectations and establish clear routines. Staff carefully plan learning based on what children know and can do. They provide effective care and learning opportunities for two-year-olds.

Children learn about number and develop language skills through practical activities, songs and stories.

Leaders prioritise reading. Children learn to read and write words and simple sentences accurately.

This is because the reading curriculum is carefully planned, and staff are well trained to help pupils learn to read well. Reading books closely match the sounds pupils are learning.Leaders identify pupils in need of additional support.

However, a small group of younger pupils have not received the support they need quickly enough. As a result, they do not achieve as well as they should. Leaders attribute this to the disruption to school life during the COVID-19 pandemic.

A few parents and carers of pupils express similar concerns. This said, other pupils in school with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged, are supported effectively to access the same curriculum as other pupils. They receive the resources and support to help them to focus on their learning and be successful.

Activities beyond the academic curriculum support pupils' personal development. Pupils enjoy fundraising for charities, such as cancer research and diabetes awareness. Opportunities such as play leaders allow pupils to take on responsibilities.

In doing so, they develop confidence and communication skills.

Pupils develop an understanding of democracy through the school council and voting for house captains. The school rules, 'be ready, be safe, be respectful', help pupils to understand right and wrong and how to keep themselves and other pupils safe.

Pupils recognise and respect others' differences. In personal, social, health and economic education lessons, pupils confidently share ideas and feelings. They listen to and value the opinions of others.

Strong pastoral support means pupils get the help and advice they need when they need it. This means that pupils are well prepared for life in modern Britain.

Governors and senior members of Arden Forest Multi-Academy Trust have an accurate understanding of the school's strengths and priorities for improvement.

They have structures in place to support continuous school improvement. Staff say that they are supported by leaders to manage their workload effectively. They value the high levels of well-being support from leaders.


The arrangements for safeguarding are effective.

Leaders understand their role in keeping children safe. They ensure that staff attend regular safeguarding training.

This helps staff to identify when pupils might be at risk from harm. Staff record and report concerns swiftly, including child-on-child abuse and neglect. Pupils learn about online safety and healthy relationships.

They learn about safety in the home and in the local community, for instance fire awareness and road safety.

Leaders know their families and the community well. They secure help for pupils who need it in partnership with external agencies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum development is relatively new in a minority of subjects. Leaders have not evaluated what pupils know and remember. Leaders should support subject leaders to check pupils' learning in these subjects to ensure that pupils know and remember more over time.

• The correct support is not put in place quickly enough for a small number of pupils. As a result, some pupils do not get the help they need soon enough to ensure they are successful. Leaders need to review provision to ensure that all pupils with SEND get the help and support they need to achieve well in school.

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