Thomas Eaton Primary Academy, located in Wimblington, Cambridgeshire, has recently undergone an inspection on October 11 and 12, 2023, and has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This marks a significant improvement from its previous inspection, which rated the school as requiring improvement. The executive headteacher, Angela Wood, oversees the school, which is part of The Diamond Learning Partnership Trust, led by CEO Susannah Connell and chaired by Alan Ball.
Pupils at Thomas Eaton Primary Academy exhibit a strong sense of pride in their school and enjoy attending. They feel cared for by the school community, which fosters positive relationships and respect among students, resulting in a low incidence of bullying. The supportive environment ensures that pupils know there is always an adult available to listen and assist them, contributing to their sense of safety. Many students demonstrate a keen enthusiasm for learning, responding positively to high expectations set by adults. They engage well both independently and collaboratively, often producing work that reflects their understanding.
The school has made notable strides in its reading and phonics programs, leading to many pupils becoming confident and fluent readers. They express excitement about the stories they read and can articulate their emotional responses to the narratives. The school has also implemented changes to its behaviour systems, which have enhanced the learning environment by clearly defining acceptable and unacceptable behaviours. Most pupils behave well, allowing for minimal disruption during lessons.
The curriculum at Thomas Eaton Primary Academy has been redesigned to ensure it is ambitious and provides pupils with the necessary knowledge for future success. Teachers deliver content in a well-structured manner, enabling pupils to build on prior learning and deepen their understanding of various subjects. Reading is emphasized throughout the curriculum, with staff trained in the phonics scheme to support early readers effectively. Pupils at risk of falling behind are quickly identified and provided with the necessary support to keep pace with their peers.
The school also effectively supports pupils with special educational needs and disabilities (SEND), ensuring they have access to the same curriculum as their classmates. However, there is a need for more precise training for teachers to address the specific needs of these pupils, as some adaptations to learning may not be as effective as they could be.
Pupils demonstrate an understanding of respect, with younger children showing kindness and cooperation during play. Older students listen to each other’s views and develop an appreciation for diversity and different cultures. The school has established clear behaviour expectations, which are consistently applied by adults, resulting in a conducive learning environment. However, there are instances where pupils' readiness for learning could be improved, as some teachers have not been trained to recognize when students lose focus.
The school has experienced changes in leadership in recent years, but the local governing board and trust have worked collaboratively with staff and parents to support the community. The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. Overall, while the school has made significant progress, there are areas for improvement, particularly in training for teachers regarding SEND and maintaining pupil engagement during lessons.
