St Thomas à Becket Church of England Aided Primary School, located in Tilshead, Wiltshire, was inspected on 22 September 2021. The school maintains its overall judgement of good, although evidence suggests that a full inspection might yield a lower grade if conducted now. The next inspection will be a full section 5 inspection. The school is characterized as a happy environment where pupils feel safe and valued, reflecting the Christian values of respect and friendship. Pupils express a strong sense of community, with older students taking care of younger ones, and they enjoy learning, leading to regular attendance.
Despite the positive atmosphere, there are areas for improvement, particularly in curriculum planning. Some subjects do not effectively build pupils' knowledge over time, resulting in gaps in understanding. The reading curriculum, in particular, has not yet enabled pupils to achieve the expected reading proficiency. Leaders are committed to providing opportunities for character development and extracurricular activities, which pupils appreciate. They engage in leadership roles and participate in various trips and clubs, fostering a sense of responsibility and care among students.
Behaviour at the school is generally good, with staff maintaining high expectations and effectively managing rare incidents of poor behaviour. Pupils play well together and report that bullying is infrequent, with staff taking concerns seriously. Parents commend the staff for their attentiveness to the needs of their children. Recent changes in leadership and governance have led to a focus on positive changes, although it is still early in the process. Staff morale is reported to be high.
The school prioritizes reading from the start of Reception Year, with staff teaching phonics in a logical order. However, weaknesses remain in the phonics approach, with inconsistent subject knowledge among staff and insufficient practice for pupils who struggle with reading. In key stage 2, teachers challenge older pupils with demanding texts, fostering a love for reading, but the curriculum for those who struggle is not well organized, hindering their progress.
The mathematics curriculum is well-structured, allowing pupils to practice and revisit important concepts. The science curriculum is also effectively planned, with pupils using scientific vocabulary accurately. However, in some subjects, curriculum planning lacks detail, preventing pupils from building on prior knowledge. For instance, pupils do not develop a clear understanding of historical chronology, which affects their retention of key concepts.
When implemented effectively, teachers adapt their teaching based on pupils' understanding, but there is inconsistency in checking what pupils remember from previous learning, which impacts their progress. Pupils with special educational needs receive strong support, enabling them to access the full curriculum.
Pupils value the school's efforts to support their personal development, learning about democracy and advocating for the school's values. They engage with the local community, contributing positively. Governors are beginning to understand their roles better, but their systems for gathering information about the school's effectiveness are still developing. The next inspection may focus on the improvements in early reading, the wider curriculum, and governance effectiveness.
The safeguarding arrangements are effective, with staff trained to recognize signs of risk and leaders maintaining accurate records. Concerns are addressed promptly, and pupils learn about safety through the curriculum. Overall, while the school has many strengths, it must address the inconsistencies in curriculum implementation and governance to ensure all pupils achieve their potential.
