Skinners' Temple Grove

What Ofsted said

From the inspection on 11 March 2025

Pupils enjoy learning and are enthusiastic about school. They are happy and feel safe in school. They are confident that staff will deal with any worries they may have. However, staff's expectations of pupils are not high enough. They do not apply the school's new behaviour policy consistently. As a result, pupils' conduct in some classes is inconsistent. This does prevent some pupils from learning the knowledge they need effectively. The school has begun to refine and improve the curriculum. However, the curriculum is not embedded consistently well throughout the school. This means that while some pupils do learn the crucial curriculum content they need and apply it effectively, too many pupils cannot currently recall their prior learning well enough. Pupils contribute meaningfully to the school community and beyond in a variety of ways. For example, pupils design stalls and the products they sell at Christmas fairs to raise funds for school projects, or pupils perform for residents at local care homes. They also hold a range of school responsibilities, such as play leaders. They help plan changes to the school environment or ensure all pupils have enjoyable activities at breaktimes. Pupils take these responsibilities seriously.

What the school should improve

• The school has not sequenced precisely enough the detailed knowledge that they want pupils to learn in a number of curriculum subjects. Pupils are not systematically building their knowledge and understanding of necessary subject content over time. The school should explicitly identify what pupils should learn in all subjects so that it prepares pupils for the next stage of their education.
• The activities selected for some pupils with SEND are not designed precisely enough. This means that some pupils with SEND struggle to learn the curriculum because it is not adapted to their needs. The school must support staff to plan and adapt teaching with precision so that pupils with SEND learn well across the curriculum.
• The checks made on pupils' knowledge are not systematic enough. As a result, teachers do not identify gaps in learning accurately enough and do not always plan appropriate support to help pupils fill gaps in learning. The school must strengthen processes for assessment so all staff are confident in spotting potential gaps quickly and pupils do not fall behind in their learning.
• The teaching of phonics is not always precise enough, and pupils do not always build on their prior learning over time. As a result, some pupils do not learn to read fluently quickly enough. The school must ensure that the teaching of phonics is implemented effectively so that pupils become confident and fluent readers.
• Some staff do not apply the agreed behaviour expectations consistently well. Consequently, pupils' conduct is inconsistent in some areas of the school, and these pupils do not always learn as well as they should. The school must make sure that all staff apply the behaviour principles and expectations consistently.

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