Thorplands Primary School

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About Thorplands Primary School

Name Thorplands Primary School
Ofsted Inspections
Principal Mrs Samantha Mawer
Address Farm Field Court, Thorplands, Northampton, NN3 8AQ
Phone Number 01604493384
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 227
Local Authority West Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Thorplands Primary School. They enjoy coming to school and appreciate the wide range of experiences that the school offers. Leaders are aspirational about what pupils can achieve.

They have high expectations for pupils' behaviour. The school is calm, and disruptions to learning are rare.

Pupils say they feel safe at this school.

They say that bullying is rare, and if it does happen, teachers deal with it quickly. Pupils are polite and enjoy positive relationships with staff. Staff know pupils well.

Pupils with special educational needs and/or disabilities (SEND) receive excellent support. Parents and carers appreciate the caring e...nvironment at the school.

Leaders plan a wide range of opportunities and experiences to support pupils' wider development.

These include learning about cooking and gardening, as well as music, drama and sports clubs. Pupils appreciate visits that they have been on to the theatre, museums and the Houses of Parliament. All pupils have the opportunity to go on residential trips to Derbyshire and Wales.

Children in the early years go shopping and visit the local library.

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

Leaders have planned ambitious curriculums in all subjects. These plans identify the important knowledge leaders want pupils to learn.

Leaders make sure that teachers know what to teach and when. They work together to improve the curriculum plans. Teachers appreciate the support they get with planning interesting lessons.

Leaders recognise that learning important vocabulary will help pupils to achieve well in all subjects. Teachers encourage pupils to discuss their ideas using the correct language. Pupils talk confidently about what they are learning.

Teachers ask questions that help them recall the vocabulary they have learned. In the early years, teachers focus on language and communication to prepare children well for their next steps.

Teachers use quizzes and other learning activities to revisit topics with pupils.

In mathematics and science, leaders have planned carefully how teachers will check that pupils can remember what they have learned in the past. Teachers help pupils when they have gaps in their understanding. In some subjects, leaders have not yet planned well enough how teachers should check pupils' learning over time.

In most lessons, teachers adapt plans well to meet the needs of all their pupils. They make sure that pupils build on what they already know. However, in some lessons, activities do not support pupils to make links between new knowledge and what they have learned before.

Sometimes, activities do not help pupils learn the knowledge identified in the curriculum as well as they might.Leaders know the importance of helping pupils to quickly learn to read. Teachers and other adults teach phonics consistently well.

In the Reception class, children learn phonics every day. This continues for pupils in key stage 1. Teachers check pupils' progress often.

They make sure that all pupils learn the knowledge that will help them improve their reading. Pupils who struggle with reading get extra help. Older pupils have opportunities to develop reading skills across the curriculum.

They enjoy reading.

Leaders make sure that teachers and other adults know how to support pupils with SEND. Pupils with SEND get the help they need to access lessons.

They enjoy learning and achieve well.

In classrooms and around school, pupils behave well. Teachers establish clear routines to encourage good behaviour.

Pupils respond well, and most show positive attitudes to learning. When there are any disruptions, teachers manage them well. Leaders provide effective support for a small number of pupils who struggle to regulate their own behaviour.

Leaders have prioritised improving pupil attendance. They reward pupils with good attendance. Pupils say that they appreciate this, and most pupils do attend school well.

However, a significant minority of pupils do not attend school often enough. This includes a large number of disadvantaged pupils.

There is a well-planned curriculum for personal, social and health education (PSHE).

Pupils learn how to keep themselves safe and well. They understand diversity and say that everyone feels welcome in their school. Pupils learn about different faiths and beliefs.

Trustees know the school well. They have supported leaders well to develop the curriculum. Trustees and leaders want all pupils, including disadvantaged pupils, to benefit from a wide range of experiences.

Staff feel well supported by leaders. They say that leaders help them to manage their workload so that they can focus on teaching pupils well.


The arrangements for safeguarding are effective.

Leaders make sure that all staff receive regular safeguarding training. All staff understand their role in keeping pupils safe. They know how to report concerns.

Leaders deal with concerns appropriately. They work well with parents to ensure pupils are safe and well. When it is necessary, leaders work well with social services and other agencies.

They keep detailed records.

Pupils know who they can speak to if they have any concerns. They say that they trust that staff will take their concerns seriously.

Leaders know which pupils are more vulnerable. They support these pupils well.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the lessons that teachers plan do not always reflect the ambitious content in the curriculum.

Pupils do not reliably learn the knowledge that is identified in the curriculum. Sometimes, activities do not help pupils build on knowledge they have learned before. Leaders need to ensure that lesson activities help pupils to learn and remember the important knowledge over time.

• In foundation subjects, leaders have planned an ambitious curriculum but have not established well enough how they will check pupils' learning over time. Leaders do not have an accurate view of how well pupils follow the curriculum in these subjects. Leaders need to check how well pupils can remember what they have learned.

• Too many pupils, especially disadvantaged pupils, do not attend school regularly enough. These pupils miss too much school, and this has a negative impact on the progress they make. Leaders need to ensure that all pupils attend school regularly.

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