Thornsett Primary School (High Peak Federation)

What Ofsted said

From the inspection on 8 May 2024

Pupils are proud of their school. They value the small school, family feel. As one pupil explained: 'Everyone knows each other here. We enjoy being together.' Older pupils are proud to take their turn to work with and support younger pupils. They understand the need to be positive role models. The school's 'RESPECT' values sit front and centre of the ethos of the school. They are commonly understood. Pupils know that they are expected to show resilience, empathy, self-awareness, positivity, excellence, communication and creativity, and teamwork. They do their utmost to do so. Pupils learn about different people and communities from around the world. They learn to respect diversity. They are clear that any form of discrimination is not acceptable. Older pupils have an impressive understanding of fundamental British values and know why these are important. They know the full range of protected characteristics and are able to explain what these mean in law. Pupils behave well. They are eager to earn the rewards on offer in class. Older pupils enjoy exchanging 'punch card points' for the wide range of rewards that are on offer. Extra playtime is a firm favourite. Pupils enjoy school. They say that they are well looked after and kept safe.

What the school should improve

• In a small number of subjects, the curriculum does not make clear the most important content that pupils are expected to know and remember. This means that the school cannot be sure that the most relevant and important knowledge is being taught. The school should ensure that, across all subjects, the curriculum identifies the most important content that pupils are expected to know and remember.
• There is an inconsistent understanding of subject leadership. Some leaders do not have a fully rounded view of how their subject links to, and builds on, learning in the early years. The school should ensure that all leaders have a consistent understanding of their role, including how their subject builds on children's learning in the early years.
• The reading curriculum beyond early reading is not fully sequenced. The school cannot be sure that content is being taught in the best order. It cannot systematically assess how well pupils learn the curriculum. The school should ensure that the reading curriculum is fully sequenced.
• In a small number of cases, safeguarding records do not evidence the full range of actions that have been taken to keep pupils safe. As a result, in these cases, records are incomplete. The school should ensure that all follow-up actions relating to safeguarding are fully and comprehensively documented.

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