Threlkeld C of E Primary School, located in Threlkeld, Keswick, Cumbria, underwent an inspection on October 1 and 2, 2024. The inspection revealed that the quality of education requires improvement, while behavior and attitudes, as well as personal development, were rated as good. Leadership and management were also found to require improvement, although early years provision received a good rating. This school is part of the Good Shepherd Trust, which oversees its operations. The acting head of school is Alicia Fenton, with Wendy Kendall serving as the executive headteacher.
Pupils at Threlkeld Primary School express pride in attending this nurturing environment, where they have developed positive relationships with both staff and peers. The school fosters a sense of community, ensuring that every pupil feels valued. The behavior of the students is commendable, as they consistently uphold the school’s values. However, the school has faced significant changes in leadership and staffing since the previous inspection, which has impacted its improvement efforts. While the school aspires to high standards for all pupils, these goals have not yet been fully realized. In certain areas, particularly in the early years and specific subjects, pupils achieve well. Nonetheless, the curriculum does not adequately support all pupils, including those with special educational needs and disabilities, in building their knowledge across all subjects. Although the school has made some changes to enhance learning, many of these initiatives are still in the early stages of implementation.
Pupils enjoy participating in extracurricular activities such as choir, games, and yoga, and they actively contribute to the local community through various initiatives. The curriculum is broad and ambitious, clearly outlining the knowledge pupils should acquire each year. However, the school has not ensured that staff are equipped to deliver the curriculum effectively. This inconsistency affects the learning experience, particularly in mixed-age classes, where the curriculum does not always build on prior knowledge. Additionally, the choices of activities do not consistently support effective learning and retention of information.
The school conducts assessments to monitor pupil learning, particularly in the early years and some subjects. However, in several areas, assessment practices lack precision, leading to gaps in pupils' knowledge, including those with special educational needs. Recently, the school recognized that its systems for identifying and supporting pupils with special educational needs were insufficient. With the trust's support, the school has taken steps to address this issue by enhancing staff knowledge and expertise in providing effective support within lessons and through targeted interventions. These new processes are still being established.
Reading is prioritized from early years through Year 6, with a wide range of texts available to pupils. The phonics program is implemented effectively, enabling pupils to develop essential reading skills quickly. The support provided for struggling readers helps them gain confidence and fluency. Overall, pupils demonstrate positive attitudes toward learning and work diligently in lessons, supporting one another in their achievements. The school emphasizes the importance of regular attendance and takes proactive measures to assist those who struggle with attendance.
The personal, social, health, and economic education curriculum is comprehensive and tailored to the needs of pupils and the local community. Pupils gain a strong understanding of British values and engage in cultural experiences that broaden their perspectives. The trustees and governors are committed to improving the school, focusing on stability during recent staffing changes. However, this has slowed the pace of improvement since the last inspection. The trust is aware of the need for further development to ensure that pupils build their knowledge securely across the curriculum and has initiated plans to address these challenges while considering staff workload and well-being. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils.
