Tatham Fells Church of England Voluntary Controlled Primary School

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About Tatham Fells Church of England Voluntary Controlled Primary School

Name Tatham Fells Church of England Voluntary Controlled Primary School
Website http://www.tathamfells.lancs.sch.uk/
Ofsted Inspections
Headteacher Mrs Fiona Ip
Address Lowgill, Lancaster, LA2 8RA
Phone Number 01524261441
Phase Primary
Type Voluntary controlled school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 35
Local Authority Lancashire
Highlights from Latest Inspection


Tatham Fells Church of England Voluntary Controlled Primary School continues to be a good school.

What is it like to attend this school?

Tatham Fells Primary School is a happy place in which to come and learn.

Pupils are proud of the way in which everyone is made to feel welcome. They build strong friendships with others across the school.

Pupils' conduct during lessons and at playtimes is first rate.

They are polite and thoughtful towards other people. Relationships between staff and pupils are marked by warmth and mutual respect. The school is an oasis of calm, and pupils are able to learn in a purposeful learning environment.

The school has high expect...ations of pupils' learning, including for those with special educational needs and/or disabilities (SEND). Pupils typically achieve well. They are well prepared for the next stage of their education.

Pupils benefit from a wealth of experiences that go beyond the academic curriculum. For example, older pupils spoke excitedly about a forthcoming residential trip, where they will be working alongside pupils from other local schools. Other pupils explained how visiting the Houses of Parliament helped them to learn about democracy.

Pupils relish taking on different roles and responsibilities, such as being sports leaders. Many pupils represent the school during regional sports events and by singing in the choir. They enjoy organising activities to celebrate events such as World Book Day.

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

Reading has a high priority across school. Children in the early years and pupils in key stage 1 get off to a good start. They quickly build a secure knowledge of phonics.

Staff ensure that pupils have a range of suitable books to practise reading regularly. Any pupils who struggle with early reading are given the help that they need to become more confident and fluent. As they move through the school, pupils are encouraged to develop a love of reading.

Older pupils become keen and able readers. They talked knowledgeably and enthusiastically about their favourite books.

The school has developed an ambitious and effective curriculum.

This is carefully structured to take account of the mixed-age classes. The school has thought carefully about what pupils should learn and the order in which content will be taught. Similarly, the curriculum in the early years equips children with the knowledge that they need and prepares them well for key stage 1.

Pupils typically build their knowledge well over time. However, sometimes teachers' expectations of pupils' writing in some subjects are not as high as in others. Where this is the case, pupils do not have enough opportunity to practise and strengthen key writing skills.

At times, this means that pupils' written work does not show all they know and can do.

Staff know pupils well. They make regular checks on pupils' learning and are careful to pick up on any misconceptions that may arise.

Staff are quick to identify the additional needs of pupils with SEND. The school makes sure that appropriate support is in place to help these pupils to access the full curriculum. Pupils with SEND achieve well.

Pupils behave sensibly during lessons. They listen well to adults and to their classmates. Pupils work well together and have positive attitudes to their learning.

The school focuses strongly on improving pupils' levels of attendance. It checks on the reasons why pupils may be absent from school and works to support pupils and their families where absences are frequent. This is having a positive impact.

Many pupils with low prior attendance now attend school regularly.

The school supports pupils' wider development well. Pupils learn about cultures and beliefs that are different to their own.

They visit a variety of local places of worship and benefit from hearing school visitors talk about their religious practices.

Pupils enjoy learning how to keep their minds and their bodies healthy. They know how to keep themselves safe during different situations.

This includes when using the internet or when they are in or near to water.

Governors know the school well and fulfil their statutory duties effectively. They provide the school with appropriate support and challenge, with a focus on improving the quality of education that pupils receive.

Staff are positive about working at the school. They appreciate the way that their workload and well-being is considered, such as when developing a new marking policy. Parents and carers are positive about the school and almost all would recommend it to other parents.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, teachers' expectations of pupils' writing in some subjects are not as high as they are in others. At times, pupils do not have enough opportunities to practise the basic writing skills that support their progress through the curriculum.

Sometimes this means that pupils' written work does not show all they know and can do. The school should ensure that teachers maintain high expectations for all aspects of pupils' learning and that pupils have the chance to strengthen their key writing skills.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in November 2018.

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