Tetsworth Primary School, located in Oxfordshire, underwent an inspection on June 11 and 12, 2024, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while Behaviour and Attitudes, Personal Development, and Early Years Provision were rated as Good. The school previously held a Good rating in its last inspection in March 2023.
Pupils at Tetsworth Primary School appreciate the close-knit and inclusive community, describing it as a family-like environment where they feel supported and valued. They enjoy participating in various themed events and trips, which contribute to their sense of belonging and self-confidence. The school promotes the Tetsworth Way values, which are reflected in the pupils' calm and orderly behaviour. They are encouraged to contribute to the school community through volunteering and participation in activities, with recognition through awards such as Diamond Of The Week.
Since the last inspection, the school has made significant changes to its curriculum, aiming to enhance pupils' achievement across subjects. However, these changes are not yet fully embedded, and teaching and assessment approaches need further development to ensure all pupils can achieve well. While the curriculum is ambitious, some subjects lack a coherent arrangement of knowledge, leading to gaps in understanding. Additionally, important knowledge is not revisited adequately, which affects pupils' retention of information.
Teachers' subject knowledge varies, being strongest in core subjects, where explanations are mostly accurate. In the early years, staff effectively develop children's language and behaviours, preparing them well for key stage one. However, in foundation subjects, teachers' subject knowledge is less secure, resulting in explanations that may not facilitate understanding of complex ideas. Assessment practices do not consistently identify pupils' understanding of key knowledge, leading to progression without addressing gaps in learning.
Reading is prioritized, with improvements in the teaching of early reading that support children in developing their phonics knowledge. Progress is closely monitored, and targeted support helps struggling pupils catch up. The reading curriculum has been updated to include a diverse range of texts, and reading for pleasure is actively promoted.
The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) through Pupil Profiles, and teaching assistants provide effective support for those with more complex needs. However, general teaching adaptations for SEND pupils are not always precise enough, leading to incomplete learning activities. In the early years, the needs of all children with SEND are met effectively.
Pupils generally exhibit good behaviour, developing routines that foster independence in the early years. They engage positively in lessons and show kindness towards one another. Strong pastoral support helps pupils manage their feelings and supports those with more complex behaviour needs. The school emphasizes well-being, teaching pupils about safety and mental health, and promoting equality and respect.
While the school is focused on addressing areas for improvement, it struggles to ensure that changes are fully embedded, leading to inconsistencies in approaches. Staff recognize the need for further changes and appreciate efforts to manage their workload. The safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that curriculum changes are fully implemented and support pupils in retaining knowledge across all subjects. Teachers need to enhance their subject knowledge to provide effective explanations and learning activities. Additionally, teaching adaptations for SEND pupils must be refined to ensure all learners can engage effectively in their education.