Whaley Thorns Primary School, located in Langwith, Mansfield, Nottinghamshire, underwent an inspection on 15 and 16 October 2024. The inspection revealed that the quality of education requires improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision were rated as good. The school, which is part of TEAM Education Trust, is led by Executive Principal Charlotte Butcher and overseen by CEO Sarah Baker and a board of trustees chaired by Ian Lowe.
The school has high expectations for its pupils, but these expectations are not consistently met. The quality of education varies, and pupils often lack secure knowledge in the subjects they study, which affects their preparedness for future learning. Despite this, pupils respect the school’s motto of treating everyone equally and engage positively with the kindness curriculum, which promotes values such as humility and empathy. Most pupils express enjoyment in attending school and feel safe, with confidence in staff support for any concerns. While behaviour is generally good, some pupils occasionally need reminders to focus on their learning.
Pupils have opportunities to explore their interests through various clubs and educational visits, which help broaden their horizons. The curriculum is ambitious, outlining what pupils should learn and when, but its delivery is inconsistent. Teachers do not always utilize the teaching model effectively, leading to variations in how well the curriculum is taught. Although pupils’ achievements at the end of key stage two are improving, there are gaps in their knowledge due to inconsistent teaching practices. Some teachers struggle to identify and address misconceptions in pupils’ understanding, which can hinder their ability to connect current learning with prior knowledge.
The early years curriculum is tailored to meet individual needs, with staff closely monitoring children’s understanding. Children are well-prepared for key stage one and express their ambitions confidently. Reading is prioritized, and the school is committed to developing confident readers, particularly in key stage one. Focused support is provided for pupils who need help with reading, ensuring they catch up with their peers by the time they leave the school.
The school has effective systems in place to identify the needs of pupils with special educational needs and/or disabilities. Staff employ personalized strategies to support these pupils, who are fully included in school life. Attendance has improved, and most pupils attend regularly, enjoying positive relationships with peers and staff. However, some pupils occasionally lose focus and do not complete tasks fully, which can limit their learning opportunities.
Pupils are encouraged to develop leadership skills through various roles, such as attendance ambassadors and members of the school council. They learn about respectful relationships and engage in discussions on important issues. Leaders accurately identify areas for improvement, and with support from the trust, they have implemented positive changes. Staff receive high-quality training to enhance their practice, and governance plays a crucial role in identifying improvement areas.
The school’s safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve further, the school needs to ensure that teaching consistently focuses on the most important knowledge pupils need to learn. Teachers should routinely check pupils’ understanding to identify and resolve gaps in knowledge. Additionally, the school should work on maintaining pupils’ focus during learning tasks to maximize their educational opportunities. Overall, while there are areas for improvement, the school demonstrates a commitment to enhancing the educational experience for its pupils.
