Taylor Road Primary School, located in Leicester, has been recognized for its good overall effectiveness following an inspection in March 2019. The leadership and management of the school are deemed good, with leaders and governors demonstrating a solid understanding of the needs of their pupils. Many students enter the school with limited spoken English, and the focus on enhancing communication and language skills has led to significant progress among pupils. The support provided to students with special educational needs and disabilities is well-tailored to their individual requirements, enabling them to make good progress.
The school promotes pupils' spiritual, moral, social, and cultural education effectively, offering a variety of opportunities to learn about diverse cultures. Pupils exhibit positive behavior and collaborate well, showcasing a strong understanding of diversity and tolerance. The curriculum is broad and balanced, with a consistent approach to teaching English and mathematics that allows for systematic skill development. However, there are instances where the curriculum does not sufficiently challenge the most able pupils.
Attendance rates at the school are consistently above the national average, and both parents and pupils recognize the importance of regular attendance. When attendance issues arise, staff work closely with families to address them. The early years provision is also rated as good, with skilled staff fostering children's early reading, language, and communication skills. Children are eager to engage in available activities, and staff effectively support their learning through questioning and demonstrations.
While early reading skills are developed well, there are occasions when teachers focus too much on information retrieval, neglecting other reading skills. In mathematics, effective teaching ensures a solid grounding in concepts, but some teachers do not provide enough opportunities for problem-solving and reasoning. Additionally, there are times when teachers do not utilize their knowledge of pupils' abilities to set appropriately challenging tasks, particularly for the most able students.
To further improve, the school aims to enhance the quality of teaching, learning, and assessment by ensuring that teachers use assessment information effectively to tailor tasks to meet the needs of all pupils, especially the most able. There is also a focus on developing pupils' inference and deduction skills in reading and providing more opportunities for applying mathematical skills in problem-solving contexts. Leadership and management will also work on ensuring that the curriculum for English and mathematics is sufficiently challenging for all pupils, including those who are disadvantaged.
The governance of the school is strong, with governors demonstrating a clear understanding of areas needing improvement. They are committed to supporting and challenging leaders to drive enhancements. The school has effective safeguarding arrangements in place, with staff well-informed about procedures and aware of local issues that may affect pupils.
Overall, the school provides a supportive and enriching environment for its pupils, fostering their academic and personal development. The commitment to continuous improvement and the focus on meeting the diverse needs of all students contribute to the school's positive reputation within the community.
