Tenacres First School

What Ofsted said

From the inspection on 3 March 2026

Pupils enjoy attending this welcoming school because they feel included and valued. They say that staff are kind and caring and help them when they need support. Warm relationships help pupils feel safe in school. Pupils say that they can be 'exactly who we want to be, and that is OK'. This sense of belonging helps pupils settle quickly and approach their learning with confidence. Most attend school regularly. Pupils typically enjoy learning. In the main, staff provide suitable support to pupils with any barriers to their learning. Pupils achieve well in some areas of the curriculum, particularly in early reading and mathematics. However, teaching of other subjects is less effective. For instance, some pupils do not develop writing skills as quickly and securely as they should. Pupils behave well. Clear routines help lessons remain calm and purposeful. Pupils move sensibly around the building and play cooperatively during social times. When difficulties arise, staff respond quickly and fairly so that learning continues with minimal disruption. Pupils say that bullying rarely happens and that staff deal with concerns quickly. Pickle, the school dog, is a reassuring presence in and around school, bringing joy to the faces of the pupils each day. Pupils participate in a wide range of experiences beyond the classroom. They enjoy regular trips, which help to bring their learning to life. Pupils talk with enthusiasm about the opportunity to attend a residential visit in Year 4. Clubs in sport, music and the arts allow pupils to explore their interests and develop new skills. Leaders take thoughtful action to ensure that all pupils can participate in these opportunities. Pupils learn important information to prepare them for modern society. For example, they learn about healthy relationships, online safety and respect for others. Leadership roles, such as school councillors, help pupils grow as responsible citizens and develop their confidence and resilience.

What the school should improve

• Leaders should ensure that staff use assessment effectively to understand pupils' starting points in writing so that teaching in Year 1 and beyond builds securely on what pupils already know and can do.
• Leaders should ensure that the books that all pupils read closely match their stage on the phonics programme in order to help them develop the fluency and automaticity needed for maximum progress.
• Leaders should continue to embed the new handwriting policy from Year 1 so that staff consistently support pupils to develop transcription skills and become more fluent in their writing.

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