Temple Grafton CofE Primary School

What Ofsted said

From the inspection on 1 October 2024

Pupils enjoy attending this welcoming school. They describe it as a friendly place. The school is at the heart of this village community. There is a shared understanding of the school's vision. This is evident when talking to pupils, staff and other members of the school community. Pupils feel safe. Professional relationships are strong between adults and pupils. Pupils say that adults listen to them and support them with any worries. Staff understand pupils' individual needs well. The school supports pupils' well-being effectively. The school has high expectations. There is ambition to provide the best education possible for pupils. Most pupils behave well and demonstrate positive attitudes to learning. Pupils' attendance is tracked rigorously. As a result, pupils attend well. Children get off to a positive start in the early years. Routines are established straight away. This helps children to settle quickly when they start school. Pupils take on meaningful leadership roles in the school. They value having the opportunity to make a difference. For example, Year 6 'buddies' support early years children to settle into school. Pupils who are members of the school council are elected democratically by their peers. They make suggestions on how to improve the school and act as a voice for other pupils.

What the school should improve

• In some subjects, teaching sometimes does not sufficiently support pupils to recall their prior learning. When this is the case, pupils cannot connect what they are currently learning with what they have learned previously. The trust should ensure that the curriculum supports pupils to consistently recall prior learning and deepen their understanding of what they study across the full breadth of the curriculum.
• In some lessons, adaptations to learning are not precisely matched to the needs of pupils with SEND. This means that pupils with SEND sometimes do not build their knowledge as well as they could. The trust needs to ensure that learning is adapted when necessary to enable all pupils, including those with SEND, to progress as well as possible through the curriculum.
• On occasion, the school's expectations for behaviour are not consistently high. As a result, low-level disruption in class sometimes impacts on pupils' learning. The trust needs to ensure that expectations for behaviour are constantly high in all lessons to enable all pupils to learn effectively.

Read the full Ofsted report (opens in a new tab)