Thongsley Fields Primary and Nursery School, located in Huntingdon, Cambridgeshire, was inspected on January 17 and 18, 2023. The overall effectiveness of the school is rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrates good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision.
Pupils at Thongsley Fields are generally happy and feel safe within the school environment. They appreciate the warm and respectful relationships they share with both peers and staff. Instances of bullying are reported to be rare, and students express confidence in the ability of adults to address any issues that arise. The supportive nature of the staff, who are attuned to the individual needs of the pupils, contributes positively to the school atmosphere.
In terms of behavior, pupils adhere well to the school’s rules of being ready, respectful, and safe. They respond positively to the high expectations set by adults, demonstrating good behavior in lessons and throughout the school. The school offers a variety of extracurricular activities, including sports, music, and art clubs, which pupils enjoy. They also have opportunities to engage in school life through roles such as members of the school council and eco council.
Despite the positive environment, there are notable gaps in pupils' knowledge and understanding, particularly in reading and mathematics. This indicates that pupils are not achieving to their full potential. Leaders have made significant strides in improving the curriculum since the school’s opening, ensuring it is well-planned and covers all year groups. The teaching of reading has been prioritized, with phonics introduced early in Reception. However, inconsistencies in the implementation of the phonics program have hindered some pupils from mastering letter sounds effectively.
The school has made efforts to enhance the profile of reading, providing a well-stocked library and inviting reading areas in classrooms. While many pupils enjoy reading and can discuss their favorite authors, some older pupils still face challenges in reading fluently and comprehensively due to existing gaps in their knowledge.
Mathematics instruction is improving, yet some older pupils continue to struggle with basic skills and understanding, a consequence of historical inconsistencies in curriculum delivery and teaching quality. This has limited their access to the full mathematics curriculum.
In the early years, children in Nursery and Reception benefit from a well-structured curriculum that promotes essential skills such as sharing and concentration. The early years staff effectively deliver the phonics program, ensuring a strong foundation for learning.
Pupils with special educational needs and disabilities receive appropriate support, with their needs identified early and addressed effectively. The school’s personal, social, health, and economic education curriculum is well-planned, fostering respect for diversity among pupils.
While new teachers appreciate the support they receive, there is a need for ongoing development in assessment and subject leadership to ensure leaders have a clear understanding of pupil progress across all subjects. The safeguarding measures in place are effective, with a strong culture of safety and well-trained staff.
To improve, the school must ensure consistent delivery of the phonics program and address the reading gaps for older pupils. Additionally, teachers need to better identify and support pupils lacking foundational mathematical knowledge. Strengthening assessment practices and subject leadership will provide leaders with a clearer picture of pupil achievement across the curriculum.
