Following the inspection of Tyndale Community School on June 6, 2019, it has been determined that the school continues to maintain a good standard of education. The leadership team has effectively upheld the quality of education since the last inspection in June 2015. The school is experiencing growth by adding an additional year group each year, and the leadership is responding thoughtfully to the challenges this presents in terms of curriculum and staffing. The school has a clear vision that is being adapted to meet emerging needs, such as incorporating respect and resilience into the curriculum. The planning reflects this vision, with project-based learning demonstrating strong community links.
While the leadership acknowledges some recent staffing turbulence affecting the consistency of teaching, they are actively seeking external reviews and high-quality training to address these challenges. The governance structure, including both the local board and the trust, provides robust support and challenge, ensuring high aspirations for the pupils. Parents appreciate the community atmosphere of the school, valuing its welcoming culture and the support it provides for their children. Feedback from parents indicates a strong sense of safety and happiness for their children at the school.
Pupils express enjoyment in their education, particularly in mathematics, and appreciate engaging projects that stimulate their curiosity. However, some pupils desire more challenging work and feel that certain tasks can be too easy. They view the school as a friendly environment where kindness prevails, and they are confident that bullying is not an issue. The school has successfully addressed previous areas for improvement, with pupils demonstrating strong writing skills across various formats. Nonetheless, there are instances where the most able pupils are not sufficiently challenged in their writing across the curriculum.
Behaviour among pupils is generally good, although there are occasions when they do not take enough responsibility for their learning, leading to wasted time. The leadership is aware of this and is implementing a new policy to enhance pupils' understanding of expectations and to develop a consistent approach to rewards and sanctions. Safeguarding measures are effective, with all necessary checks conducted before staff appointments, and staff are well-trained in child protection matters.
The inspection also focused on the provision for disadvantaged pupils, with leaders monitoring the use of pupil premium funding to ensure it effectively supports these students. Evidence from pupils' work indicates that current disadvantaged pupils are making good progress. The mathematics curriculum is well-structured, and the mathematics leader has successfully implemented a consistent teaching approach. However, there is a need for more demanding challenges to fully engage all pupils.
The curriculum design has been recently reviewed to ensure well-sequenced learning that builds subject skills. Subject leaders are knowledgeable and have meticulously planned their subjects, providing useful guidance and training for colleagues. Leaders recognize that the implementation of some initiatives is still in the early stages and are actively monitoring teaching and pupils' work to ensure a rich and engaging curriculum that prepares pupils for future educational stages. The next steps for the school include developing pupils' learning behaviours to encourage greater responsibility for their learning and ensuring that teaching consistently provides appropriate challenges for all pupils, particularly the most able.
