Thorntree Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a school that requires improvement High levels of staff change have hindered leaders' efforts to bring about consistently good teaching across school. In some key stage 2 classes, pupils' progress has slowed due to previous staffing turbulence.

Pupils do not make consistently good progress in mathematics and science. By the end of Year 6, standards in these subjects are below those found nationally. Outcomes in key stage 2 reading are just beginning to improve.

In key stage 2, few pupils work at greater depth in mathematics and science. In Years 4 and 6, some teachers fail to provide sufficient challenge for most-able pupils. At times, their assessment...s do not match accurately the work seen in pupils' books.

Systems used to track pupils' progress do not accurately report improvements made by some groups of pupils, especially pupils with low attainment. These pupils make good progress. Targets set by leaders to improve teachers' performance do not improve outcomes for pupils in key stage 2.

Targets are not sufficiently sharp or challenging to explain the high expectations and exact outcomes that leaders want to see. Many newly appointed subject and senior leaders have not yet had sufficient time to improve outcomes for pupils. Pupils' learning in the wider curriculum has not been a priority for the school and progress is limited in subjects other than English and mathematics.

In Reception, some staff lack confidence to teach phonics effectively. In Reception, children's progress in phonics is not as swift as elsewhere in school. In the early years, children make swift progress in most areas of learning.

Attainment at the end of Reception remains just below national expectations. The school has the following strengths Recently, the headteacher has improved pupils' learning behaviour, attendance and teaching. Better outcomes are now noticeable for most year groups, especially in key stage 1.

Pupils, especially disadvantaged groups, make good progress in their writing in most classes. Governors are more knowledgeable now and ably provide challenge to leaders in school. They monitor outcomes more closely than at the time of the previous inspection.

Nursery children make excellent progress in phonics, writing and mathematics.

Information about this school

Thorntree Primary School is larger than the average-sized primary school. Most pupils are of White British heritage and nearly all speak English as their home language.

The proportion of disadvantaged pupils is nearly three times higher than the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The school runs a breakfast club and has a Nursery class where children attend morning or afternoon sessions.

The headteacher took up post in January 2016 and the deputy headteacher joined the school in February 2016. Since the last inspection, several teachers have left the school and many new staff have been appointed. Most subject leaders are new to post in the past year.

The school is part of the Middlesbrough Co-operative Learning Trust. The school did not meet government floor standards in 2017. These are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.