Thornhill Primary School, located in Southampton, underwent an inspection on June 27 and 28, 2023, which resulted in an overall effectiveness rating of Requires Improvement. The school has faced challenges in various areas, including the quality of education, behavior and attitudes, leadership and management, and early years provision, all of which were also rated as Requires Improvement. However, personal development was noted as a strength, receiving a Good rating. The previous inspection in November 2021 had rated the school as Good, indicating a decline in performance.
Pupils at Thornhill Primary School express enthusiasm about their experiences and feel safe, recognizing the efforts of adults to maintain their well-being. They appreciate the character of ‘Minion,’ which symbolizes happiness and safety. The school emphasizes broadening pupils' horizons through events, assemblies, and trips, and offers a variety of clubs and extracurricular activities. Pupils enjoy engaging with nature through forest school activities and understand the importance of fairness and inclusivity.
Despite these positive aspects, the inspection revealed that pupils are not achieving to their full potential. The newly introduced curriculum has exposed significant gaps in knowledge, and pupils are not consistently supported to retain essential information, particularly in reading. While there have been improvements in behavior this school year, classroom behavior remains inconsistent, with some pupils off-task and distracting others.
The leadership team is committed to providing the best education for all pupils, but this vision has not yet been fully realized. New leaders have brought stability after a turbulent period, and there is a focused effort to address weaknesses. Parents and pupils acknowledge improvements, particularly in behavior, but variability in the implementation of behavior policies remains a concern. Some staff apply the rules effectively, while others do not, leading to disruptions in learning.
The school has made strides in fostering a love of reading, with pupils eager to discuss their books. However, many are not learning to read quickly enough due to inconsistent phonics instruction and variability in staff subject knowledge. Older pupils enjoy quizzes related to their reading but often lack support in understanding key concepts. The leadership team has developed a well-sequenced curriculum, but inconsistencies exist in its implementation across subjects, particularly in early years and Year 1.
Leaders have recognized the need for better support for pupils with special educational needs and disabilities (SEND). While some benefit from nurture provision, there is a lack of understanding among staff regarding how to adapt learning for these pupils. Personal development initiatives are strong, with a focus on personal, social, and health education, ensuring pupils are prepared for life beyond school. Older pupils demonstrate an understanding of equality and cultural awareness, and leaders strive to provide equal opportunities for all.
Safeguarding arrangements are effective, with a strong culture of safety embedded within the school. Leaders are aware of potential risks and equip pupils with skills to stay safe. The safeguarding team is proactive, and staff are vigilant in raising concerns.
To improve, the school must address inconsistencies in phonics instruction, ensure all staff adhere to agreed pedagogical approaches, and enhance curriculum implementation. Additionally, better support for pupils with SEND and consistent application of behavior policies are essential for fostering a conducive learning environment. The leadership team is tasked with embedding expectations and ensuring that all staff are equipped to meet the diverse needs of learners.
