Thorndon Church of England Voluntary Controlled Primary School, located in Thorndon, Eye, Suffolk, was inspected on June 19 and 20, 2019. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as leadership and management, quality of teaching, learning and assessment, and outcomes for pupils also requiring improvement. However, personal development, behaviour and welfare, as well as early years provision, were rated as good.
The inspection revealed a decline in pupils' achievement in key stage two since the previous inspection, although progress for current pupils is improving, it remains inconsistent. New senior leaders have made significant strides in enhancing the quality of teaching, yet some teachers struggle to effectively use assessment to cater to the needs of all pupils, particularly the most able. Additionally, pupils have a limited understanding of the diverse cultures present in modern Britain, and there is a lack of encouragement for pupils to read widely and develop a love for reading.
Strengths identified in the school include the appointment of a new executive headteacher who has established a clear focus for improvement, resulting in well-designed plans that positively impact teaching quality. New governors are actively holding leaders accountable for school improvements, and additional funding is being utilized effectively to support disadvantaged pupils.
Despite these strengths, there are areas for further development. Some teachers do not effectively promote reasoning skills in mathematics, and teaching assistants are not consistently utilized to reinforce and extend learning during whole-class instruction. Certain aspects of the wider curriculum, such as history and geography, are not sufficiently developed for in-depth learning. Parents' perceptions of the school are mixed, with some expressing confusion about recent changes and their benefits for pupils.
To improve further, the school needs to enhance the quality of teaching, learning, and assessment to ensure consistency and better outcomes for pupils. This includes ensuring accurate use of assessment, strengthening subject knowledge among teachers, and improving questioning techniques to challenge pupils' learning. Additionally, there is a need to enhance leadership and management quality by building on existing initiatives, ensuring effective leadership across the wider curriculum, and improving communication with parents.
The inspection also highlighted that the school has effective safeguarding arrangements in place, with a strong culture of safety and well-trained staff. Pupils feel safe and are aware of how to keep themselves safe in various situations. The behaviour of pupils is generally good, with positive attitudes towards learning and respect for adults.
In terms of outcomes, the school has faced challenges with fluctuating results due to small cohort sizes. Historically, progress in reading, writing, and mathematics has been below average, but current pupils are making stronger progress in writing where effective teaching strategies are applied. The most able pupils are not consistently challenged, and there is a need for improved support for weaker readers.
The early years provision is strong, with children settling quickly and being well-prepared for key stage one. The curriculum is thoughtfully planned, and staff form excellent relationships with children, promoting their personal and social development. However, there is a need for more frequent use of outdoor areas to support learning.
Overall, while the school has made progress in certain areas, there are significant improvements needed in teaching quality, leadership, and pupil outcomes to ensure that all students receive the education they deserve.
