Twyning School

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About Twyning School

Name Twyning School
Ofsted Inspections
Headteacher Miss Lucy Gladstone
Address Twyning Green, Twyning, Tewkesbury, GL20 6DF
Phone Number 01684293577
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 128
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Twyning School.

Children get off to a strong start in the early years and the school takes great care to ensure that pupils are nurtured and academically challenged as they move through the key stages. Pupils achieve very well in most areas and they are prepared well for secondary school.

The curriculum in the core subjects is ambitious and carefully sequenced.

Pupils enjoy their lessons and take great pride in their work. Pupils' attitudes towards their learning are exceptionally positive. The school's expectations of pupils are high, and strong routines support exemplary behaviour.

Pupils, including the youngest children in Recepti...on, are polite and welcoming.

The school's 'golden threads' are understood by both staff and pupils. These underpin the curriculum and the school's wider offer, so all children can 'achieve, create and enjoy'.

Pupils' character development is central to the school's ethos. There is a vast range of extra-curricular activities available. Nearly all pupils take part in these.

Pupils take a lead role in creating a highly inclusive school community in which kindness and respect are part of daily life.

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

The school has designed all areas of the curriculum precisely. Significant thought has been given to identifying the most important knowledge pupils will learn.

The curriculum has been carefully adapted for mixed-age classes. The school's published outcomes are strong in nearly all areas and, where they are weaker, the school has taken effective action to ensure standards continue to improve. This is evident in pupils' writing in English, for example.

In the core subjects, such as reading, writing and mathematics, teachers regularly check pupils' knowledge and understanding. They adapt learning as needed. This ensures pupils learn the curriculum as intended.

Children in Reception learn within a stimulating environment. They develop their knowledge and skills securely across key areas of learning.

Pupils enjoy their learning in the wider curriculum, but some curriculum activities do not always ensure pupils are learning effectively.

In addition, the expectations of pupils' writing in these subjects are not as high as they are in English. As a result, their retention of knowledge is less secure and the quality of their work is not as strong as it is in the core subjects.

There is a sharp focus on learning to read and the enjoyment of books.

Children learn to read as soon as they start in Reception. The school's phonics programme is delivered effectively by well-trained staff and supports the development of writing skills. Staff read to all pupils every day and the school ensures that everyone reads independently, too.

In the early years, children relish 'storytime'. They listen attentively and talk enthusiastically about the stories they know inside-out.Pupils with special educational needs and/or disabilities (SEND) are accurately identified by experienced and knowledgeable staff.

The school actively seeks support from external agencies, when needed, and works effectively with parents to ensure pupils are well-supported in school. Parents value this highly. As a result, pupils with SEND make good progress from their starting points.

Pupils remember important information about how to keep themselves safe, including online. The school ensures that all pupils understand the importance of physical health through a range of experiences that include sports competitions and festivals. Pupils value the opportunity to represent their school.

In addition, pupil well-being is prioritised. Pupils value 'Me Time'. They complete gratitude journals and have time to reflect and relax.

Many pupils take on positions of responsibility. The student council helps shape life at the school and class representatives are a positive example of democracy at work. Older pupils are excellent role models.

A successful buddy system helps children in Reception, including those with SEND, settle into school and form strong relationships. Children in the early years learn to take turns, to share and work as a team. As a result, the school is a harmonious and happy place where everyone is included and difference is celebrated.

Bullying is not a problem at this school. It is calm and orderly, with a strong sense of moral purpose.

Leaders, including governors, lead the school with passion and perseverance.

They ensure that staff are well-trained. Governors effectively challenge and support the school. As a result, staff are highly motivated and united in their determination to do the very best for children in their school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of some areas of the wider curriculum is not consistently effective. Some activities do not align with the intended learning.

The expectations and quality of pupils' writing in these subjects are variable. As a result, pupils learn less effectively in these areas. The school must ensure that learning activities, including writing opportunities, enable all pupils to learn what is intended and to write well in all subjects.

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