Thornley Primary School, located in Thornley, Durham, has undergone an ungraded inspection on January 23 and 24, 2024. The overall judgement remains good, although evidence suggests that a graded inspection might yield a lower rating. The school is characterized by a welcoming and nurturing environment where pupil welfare is prioritized. Staff members are dedicated to the well-being and development of all students, including those with special educational needs and disabilities, ensuring their full inclusion in lessons and school activities. Parents and pupils express pride in being part of the school community.
Recent changes implemented by the new leadership team have been positively received by both parents and pupils. The curriculum has been reviewed and updated, although these changes require more time to be fully integrated and to impact pupil achievement effectively. Pupil behavior is commendable, with students demonstrating politeness and respect towards staff. The school has established effective communication systems with parents, and instances of bullying are rare, with any occurrences managed effectively. Staff invest time in building positive relationships with families, and parents appreciate the curriculum information sessions and opportunities to observe their children's lessons.
However, attendance and punctuality remain areas of concern, with the school introducing measures to improve these aspects. As of now, these measures have not yet achieved the desired results. The school has experienced significant leadership changes in the past year, with a new staff team implementing new curriculums across all subjects and revising the behavior management approach. While communication with parents has improved, further prioritization and monitoring are necessary to embed these changes effectively. Leaders acknowledge that pupil attainment is not at the expected level and have rearranged the school day to include regular catch-up and booster sessions, which are well attended and beginning to close gaps in prior knowledge.
The school is ambitious for all pupils and collaborates closely with external partners to enhance the early years curriculum. A focus on communication and language has been identified, with some subjects providing regular opportunities for pupils to develop their vocabulary understanding. However, in certain subjects, the school lacks consistent knowledge of whether pupils retain the intended knowledge, and misconceptions are not routinely identified, leading to gaps in foundational knowledge.
The early years provision is positive, with children settling quickly into routines and having opportunities to discuss their feelings. However, adults do not consistently model or encourage the use of ambitious language. The school has prioritized reading, implementing daily reading skills lessons that have improved comprehension and fluency. Most pupils learn to read quickly, with additional support provided for those needing extra help.
The school effectively identifies pupils with special educational needs early and ensures they receive appropriate support. All children have access to educational visits and clubs, with costs covered through fundraising. Despite these efforts, attendance and punctuality issues persist, impacting pupil progress. The school recognizes the need for continued focus on improving these areas.
The personal, social, and health education curriculum fosters pupils' understanding of risks and respect for others. Leaders and governors are well-informed about the school community, and while the staff is committed to improvement, there is a need for thorough reflection on areas requiring immediate attention. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while Thornley Primary School demonstrates many strengths, there are critical areas for improvement that need to be addressed to enhance pupil outcomes and overall school performance.
