Tudor Grange Primary Academy Perdiswell has been recognized as a good school following its recent inspection. The headteacher, Rachel Hughes, leads the school, which is part of the Tudor Grange Academies Trust. The trust is overseen by CEO Claire Maclean and a board of trustees chaired by Dr. Peter Rock. The school is characterized by a welcoming atmosphere where pupils arrive happily each day, greeted by caring staff. This kindness is reflected in the behavior of the pupils, who demonstrate values such as tolerance, unity, democracy, opportunity, and respect. These values guide their interactions within the school, on the playground, and in the wider community.
The school maintains high expectations for pupil achievement, and many areas reflect this commitment. Pupils benefit from a variety of opportunities beyond the classroom, including trips and visits that enhance their understanding of the world. A diverse range of after-school clubs supports the development of their talents and interests. Pupils exhibit good behavior both in lessons and during playtime, enjoying a reward system that encourages positive conduct. They understand the expectations set for them and consistently demonstrate good manners, confidence, and pride in their school uniform.
Early reading is a priority at Tudor Grange, with staff receiving high-quality training that leads to effective teaching. The school quickly identifies pupils who may struggle and provides swift support to help them catch up. Reading strategies are consistently applied, and pupils read regularly to adults, fostering confidence and fluency. The well-stocked library allows pupils to choose their reading materials, further promoting a love for reading.
The curriculum has undergone changes to enhance enjoyment and progress in various subjects, positively impacting pupil learning. While the quality of work in many subjects is high, there are instances where pupils are not consistently challenged to think deeply. Teachers may not always check understanding thoroughly, which can limit pupils' ability to demonstrate their full knowledge. Additionally, while the school identifies pupils with special educational needs and disabilities, some adaptations in lessons do not always have the desired impact, affecting independent work.
In the early years, children receive a strong start, with staff taking the time to meet them before they begin school, helping them feel safe and settled. Pupils behave well throughout the school, moving calmly and enjoying a pleasant dining experience. Although some pupils miss school too often, the school actively promotes attendance and the importance of being present every day.
Beyond the classroom, pupils have numerous opportunities to engage with the world, including visits to places of interest and a variety of after-school clubs. Assemblies are carefully planned to teach pupils about the wider world, fostering appreciation and respect for diversity. The school emphasizes the importance of safety, both in real life and online, and executes this responsibility effectively.
Staff members feel supported and value the professional development opportunities available to them. The trust provides a high level of support, contributing to a positive work environment. Staff take pride in being part of the Tudor Grange family, creating a harmonious atmosphere within the school.
The safeguarding arrangements at Tudor Grange are effective, ensuring the safety and well-being of all pupils. Moving forward, the school should focus on ensuring that adaptations for all pupils, particularly those with special educational needs, are well-planned and effective. Additionally, ongoing assessment in lessons should be utilized to identify opportunities for extending learning, allowing pupils to reach their full potential.
