Terling Church of England Voluntary Aided Primary School

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About Terling Church of England Voluntary Aided Primary School

Name Terling Church of England Voluntary Aided Primary School
Website http://www.terling.essex.sch.uk
Ofsted Inspections
Headteacher Mrs Sarah Meares
Address New Road, Terling, Chelmsford, CM3 2PN
Phone Number 01245233206
Phase Primary
Type Voluntary aided school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 105
Local Authority Essex
Highlights from Latest Inspection

What is it like to attend this school?

This small village school has a community feel. Pupils enjoy coming to school, and this is shown in the positive attendance figures.

Pupils are independent and confident. They hold strong views about right and wrong. For instance, a group of older pupils have formed a weekly club to help younger pupils understand more about fairness.

Pupils know they have a voice and can make changes to the school, especially when they feel something needs improving.

Leaders and teachers have high expectations for behaviour and pupils respond well to this. Pupils understand the school values of 'respect, trust, courage and truthfulness' and are rewarded for following them, wh...ich they like.

Even younger pupils understand that if someone does not behave properly, adults will help them to get things right. Bullying is rare.

In lessons, pupils show enthusiasm for learning, and they are always keen to learn more.

Classrooms are calm and purposeful places to learn. Outside the classroom, pupils play kindly and support each other. Pupils are well prepared for each stage in their education.

Feedback from parents is overwhelmingly positive. They appreciate the caring approach of staff that supports their children's well-being as well as their achievement.

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

The school's curriculum design requires pupils to reach 'milestones' at the end of a two-year cycle.

In most subjects, leaders have planned the small steps of knowledge that pupils need to acquire in order to achieve these milestones. This enables teachers to plan lessons for pupils of different ages and abilities. In most subjects, teaching matches the pupils' learning needs.

For instance, in science, all pupils complete the same activity, but teachers build on the knowledge of older pupils, so they learn more. However, in a few subjects, middle leaders who are new to their role have not pre-planned these smaller steps of knowledge. This means that pupils of different ages in the same class sometimes learn the same things.

Leaders ensure that reading has a high priority across the school. Pupils read, listen to and share high-quality texts. They learn to read using a phonics programme which begins as soon as they start in Reception.

Teachers and support staff are well trained and receive ongoing support with teaching the phonics programme. Teachers make sure that pupils make the progress they need to. Pupils are becoming accurate, confident and fluent readers.

Any pupils that need to catch up have extra teaching. This helps them to practise and apply their phonics knowledge when reading. Pupils love reading.

They talk about the books they enjoy and why they like them. For instance, one pupil enthusiastically explained that they loved a book because it made them feel like they were in an imaginary world and anything could happen.Teachers check pupils' understanding frequently, for instance through weekly quizzes.

Teachers use these checks to identify where pupils are less secure in their understanding. Teachers can find it difficult to assess pupils in a few subjects because the learning steps are not precise.

Leaders ensure that the curriculum is suitably adapted, so pupils with special educational needs and/or disabilities learn and achieve alongside their peers.

The special educational needs coordinator carefully checks pupils' learning and understanding. This means pupils' needs are identified and where support is needed it is provided.

Leaders have created an ambitious and well-planned curriculum in the early years, so pupils are ready for Year 1.

Staff teach children to learn and build their communication skills. The environment is interesting and appealing. Tasks meet the needs of the children and make learning fun.

The curriculum supports pupils' wider development well. Pupils learn tolerance and respect for different cultures and beliefs. Pupils have learned about others having different needs and that some disabilities may be obvious while others can be hidden.

There is a range of sports and other clubs available. Leaders offer 'paid for' places to disadvantaged pupils to ensure these pupils have equal access to clubs and activities.

Leaders and governors engage well with the school community and the wider community.

This helps to increase access to learning opportunities for pupils and staff. Governors check leaders' work through regular visits and talking to staff and pupils. Staff feel that leaders support them with their job.


The arrangements for safeguarding are effective.

Leaders ensure that all the staff in the school understand the school's safeguarding arrangements. All staff have received appropriate and up-to-date training.

Staff report concerns and the designated safeguarding lead acts quickly to ensure pupils are kept safe. Pupils understand how to stay safe online and have been taught about fire safety and what to do in an emergency.

All safer recruitment checks are undertaken and governors check these regularly.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not mapped the exact steps of knowledge that pupils need to learn to achieve their milestone goal. Consequently, some pupils may not learn all the knowledge they need. Leaders need to ensure that the key information pupils need to learn is identified for each subject.

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