Tealby School, located in Market Rasen, Lincolnshire, was inspected on March 11 and 12, 2020. The overall effectiveness of the school was rated as good, reflecting a positive learning environment and quality of education. The school has maintained a good standard of education, providing pupils with ample opportunities to engage with the national curriculum. Teachers employ effective strategies to help students retain knowledge, demonstrating high expectations for their academic performance.
Pupils exhibit high standards for themselves and their peers, striving for recognition through awards such as the weekly values award and the headteacher’s award. They are encouraged to resolve conflicts amicably, with staff available for support when needed. The school has fostered a culture where bullying is rare, with students reporting no significant incidents during discussions with inspectors. The outdoor learning program enhances the educational experience, allowing pupils to develop independence and resilience through practical survival skills.
The curriculum is well-structured, promoting knowledge development as students progress through the school. Recent improvements have been made to the reading and mathematics curriculum, although some areas require further refinement to enhance effectiveness. The phonics program is particularly effective, enabling pupils to read with growing confidence as they learn new sounds. However, the reading curriculum lacks structure after the phonics program, leading to some pupils feeling less confident in discussing and analyzing texts.
In mathematics, the curriculum is thoughtfully designed and sequenced, building on prior knowledge and ensuring retention through revisiting previous concepts. While most pupils benefit from this approach, there are instances where the curriculum does not fully meet the needs of all learners, with some pupils requiring additional challenges or support.
Teachers effectively integrate learning across subjects, planning activities that build on students' existing knowledge. For example, pupils applied their understanding of 3D shapes in a project related to the Second World War. In the early years, children display enthusiasm for learning, with staff adept at guiding their exploration of topics, such as the fable of the crow and the pitcher, encouraging them to draw connections to previous knowledge.
Leaders have prioritized support for pupils with special educational needs and disabilities, ensuring appropriate resources are in place. However, there is recognition that some pupils have been inaccurately identified as having SEND, which may stem from previous curriculum weaknesses. Leaders are actively monitoring the support provided to these pupils to facilitate their progress.
Pupil behavior is commendable, with students demonstrating motivation and resilience during lessons. They show respect for diversity and understand the importance of accepting differences among individuals. The governing body has faced challenges in holding school leaders accountable, often accepting information without sufficient scrutiny, which has hindered a deeper understanding of pupil achievement.
The safeguarding arrangements at Tealby School are effective, with a new reporting system in place that is well understood by staff. Leaders regularly review safeguarding records to identify any patterns of concern, ensuring that staff are vigilant and aware of the signs of abuse.
To improve further, the school must enhance the reading curriculum to ensure that pupils can confidently analyze complex texts. Additionally, the mathematics curriculum should be adapted to better challenge all learners and provide necessary resources for those who require additional support. The governing body needs to strengthen its systems to effectively oversee and challenge school leadership, ensuring a comprehensive understanding of the school's strengths and weaknesses.
