Trumpington Meadows Primary School, located in Cambridge, has been recognized as a good school following its inspection on June 7 and 8, 2023. The school provides a positive environment where pupils enjoy their learning experiences. Younger students engage in a variety of interesting activities, while older pupils find their lessons both engaging and informative. The school fosters a sense of safety, allowing students to comfortably discuss any concerns with staff.
Pupils are encouraged to meet high expectations set by school leaders and benefit from a rich and broad curriculum. They have opportunities to read regularly and explore nature through forest school activities. While most pupils achieve well, a small number miss out on essential learning due to frequent absences. However, the overall achievement of pupils remains commendable.
The school promotes acceptance and inclusivity, with pupils viewing themselves as part of a unified community. They demonstrate good behavior in lessons and learn important social skills from an early age. During breaks, many pupils enjoy competitive games, and staff are available to help resolve any conflicts that may arise.
Pupils take pride in their leadership roles, having recently raised over £500 for charity. They also participate in a wide range of trips and experiences that enhance their learning, including visits from athletes and attendance at poetry events.
The school excels in its ambitious curriculum, which is designed to meet the needs of its pupils. Leaders have carefully structured the curriculum to ensure that knowledge builds progressively over time. For instance, children begin learning about their local area in early years and expand their understanding as they grow. Teachers regularly revisit previous learning to help pupils retain important knowledge, which aids in their understanding of more complex concepts.
Reading is a significant focus, with children introduced to phonics early on. They read a variety of books that support their learning, fostering a love for reading. Older pupils engage with diverse literature, including works by Shakespeare, which helps them develop vocabulary and comprehension skills essential for secondary education.
The school effectively identifies and supports pupils with special educational needs and disabilities. Leaders ensure that appropriate strategies are in place to help these pupils access the curriculum successfully. Regular reviews of these strategies allow for adjustments to better support individual needs.
Pupils adhere to the school’s values, learning to respect one another and embrace diversity. This foundation contributes to a learning environment that is rarely disrupted. Although a small number of pupils struggle with behavior management, leaders provide necessary support to help them make better choices.
Leaders maintain regular communication with families to address attendance issues, tracking and following up on concerns. While overall attendance has improved, some pupils still miss significant amounts of school.
The school offers comprehensive personal development opportunities, including a well-structured program for personal, social, and health education. Pupils benefit from various experiences that enrich their education, such as trips to museums and participation in local clubs.
Governance at the school is effective, with governors providing both challenge and support. Leaders value staff input in decision-making, fostering a collaborative environment that positively impacts workload and well-being.
The safeguarding arrangements are robust, ensuring that staff are well-trained to identify and report concerns. Pupils feel safe and are taught about risks, confident that they will receive support when needed.
To improve further, the school must address the issue of persistent absenteeism to ensure all pupils have equal access to learning opportunities.
