Tupton Primary and Nursery Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where pupils do their best. They work well together in class and play happily together at playtimes. They look out for each other.

When a pupil has no one to play with, other pupils invite them to join their games. Pupils give their full attention in lessons. They are keen to talk about their learning.

They soak up knowledge.

Since joining the multi-academy trust, expectations of what pupils can achieve have risen significantly. The school's vision is 'pride in everything we do'.

This is underpinned by the values of partnership, respect, independence, determination and enjoyment. The school has high ambition for every pupil. It wants... pupils to be confident communicators and independent learners who are excited about their future.

The school plans carefully to make sure that pupils are well prepared for the next stage in their education, both academically and personally.

Relationships between adults and pupils are built on trust and mutual respect. Staff are dedicated to providing the best possible education for pupils.

Parents appreciate the care and support their children receive. One parent commented, 'This is the best decision I have made sending my child to this school.' '

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

The school has designed a well-organised and interesting curriculum that covers a broad range of subjects.

The most important knowledge that pupils need to know across the curriculum is clear. From Nursery to Year 6, this is broken down into smaller steps of learning so that pupils' knowledge builds up in a logical order over time. Each subject is led by a skilled curriculum leader.

These leaders are committed to ensuring that each curriculum meets the needs of all pupils. Curriculum plans are in the process of being reviewed so that the changes needed to achieve this can be made. This work is not yet complete.

Pupils learn to communicate their learning well. They use subject-specific vocabulary to talk about their work. This commitment to developing language begins as soon as children start at school in the early years.

Children in the Reception Year use 'now' and 'then' to sort the toys they play with today from the toys they played with as babies. In history, Year 4 pupils use 'cavalry', 'legions' and 'disciplined' to discuss the Roman army. Pupils in Year 5 routinely explain the meaning of 'algorithm', 'simulation' and 'abstraction' in their computing lessons.

Teachers know precisely what they need to teach and when. Their subject knowledge is strong. They present new learning to pupils clearly.

Teachers provide learning activities that help pupils to remember the intended learning. They regularly check that pupils remember what they have been taught. Teachers step in quickly when pupils have not understood the intended learning or have misconceptions.

The school is highly inclusive. Pupils with special educational needs and/or disabilities (SEND) are identified without delay. Their needs are well known.

They receive the support they need to access the full curriculum. Pupils with SEND keep up with their peers and play an active part in school life.

Teaching pupils to become fluent and confident readers is a priority.

The school has trained staff to be reading experts. Staff are well equipped to teach phonics. They spot pupils who do not keep up with the reading programme and extra help is put in place.

Staff choose the books that pupils read with care to match the sounds they know. Pupils experience the joy of listening to stories. They are encouraged to read at home.

Pupils talk about the books they love.

Pupils' personal development is a strength of the school. Pupils have rich and varied experiences beyond the academic.

Pupils develop the characteristics they need to make a positive contribution in their school and their local community. They become young leaders. They learn to take initiative.

They develop empathy for the lives of others, for example pupils participate in wheelchair basketball. Pupils learn to respect and value people who are different to them.

The trust has provided effective support for the school during its tireless efforts to improve the school.

Governors work closely with the school. They know the many strengths of the school and hold the school to account for future improvements. They are proud of what the school has achieved.

Staff appreciate the training they have been given. They feel valued. They agree that their well-being and workload has been considered.

Staff say that the school is a happy and purposeful place to work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is reviewing its curriculum plans to ensure that they meet the needs of all pupils.

This work is not yet fully complete. There is more to be done to ensure that plans have been adapted so that every pupil can do as well as they can. The school must ensure that these reviews are completed, and continue to monitor how well the adaptations made are enabling all pupils to know and remember the intended curriculum.

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