Thackley Primary School


Name Thackley Primary School
Website http://www.thackleyschool.com
Ofsted Inspection Rating Good
Inspection Date 15 November 2011
Address Town Lane, Thackley, Bradford, West Yorkshire, BD10 8PJ
Phone Number 01274414437
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 482 (53% boys 47% girls)
Number of Pupils per Teacher 24.3
Local Authority Bradford
Percentage Free School Meals 6.3%
Percentage English is Not First Language 2.3%
Persisitent Absence 8.2%
Pupils with SEN Support 9.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Thackley is much larger than the average-sized primary school. A much lower than average proportion of pupils are known to be eligible for free school meals. The proportion of pupils from minority ethnic backgrounds is below average. All pupils speak English fluently. The proportion of pupils with special educational needs and/or disabilities is well below average, although the proportion of pupils with a statement of special educational needs is in line with that usually seen. The school has achieved Healthy School status and holds numerous awards including the Eco School award, the Activemark award and the Inclusion Charter Mark. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Main findings

This is a good school. It is improving rapidly. Several aspects of the school’s work, previously judged good at the last inspection, are now outstanding. These include: the extent to which pupils feel safe; their behaviour; the quality of care, guidance and support; the leadership and management of the Early Years Foundation Stage; the effectiveness of the school’s partnership working; the effectiveness with which leaders embed ambition and drive improvement. Governance, attendance and the school’s promotion of community cohesion, are now good. These are ensuring cumulatively increasing benefits for all pupils. Pupils are quite sure that bullying does not take place and they can explain clearly and confidently why they are safe. Their spiritual, moral, social and cultural development is only good because their understanding of life in multicultural Britain is less than it might be. All groups of pupils are making good progress from starting points that are usually close to the national expectation. Some are making outstanding progress. The causes of previously inadequate progress have been eradicated, although some of their legacy can still be seen in pupils’ average attainment at the end of Year 6 in 2011. There is no underachievement by any group of pupils, although pupils’ progress at a somewhat faster rate in mathematics than they do in English. This is evident in the school’s reliable and accurate assessment and tracking system. The quality of teaching is consistently good in English and mathematics and across all other subjects. Some outstanding learning was seen by all inspectors. Excellent relationships between adults and pupils are a strong feature of all lessons. Pupils regularly share their ideas to deepen and clarify understanding for all. However, there are some minor inconsistencies. In a small number of lessons, for example, teachers sometimes give unnecessarily extended explanations to which pupils listen patiently. Pupils’ learning is then not as rapid as it might be. The curriculum is good and provides some memorable experiences to widen horizons, raise aspirations and inspire ambition. Modern technologies are underexploited as tools to assist learning and encourage pupils’ independence. The school’s procedures for care, guidance and support to help any pupil overcome uncertainties and difficulties are meticulous and very effective. Adults in the school know pupils and their families very well, and are quick to discern when pupils may be having difficulties. Well organised, swiftly implemented, and closely evaluated actions provide outstanding support for pupils, in particular for those whose circumstances may make them vulnerable. A strong team spirit and sense of pride pervade the school, among adults and pupils alike. Whole-school self-evaluation is accurate because it is linked to learning outcomes for all pupils. The school knows its strengths and weaknesses very well and knows what to do to improve pupils’ attainment and progress still further. When coupled with the successful actions taken to bring about improvements highlighted in the previous inspection, this means that the school’s capacity to improve further is outstanding.