Thornton Cleveleys Royles Brook Primary School

What Ofsted said

From the inspection on 17 December 2024

Pupils like their school. They know that a warm welcome awaits them each day. In the early years, children settle in quickly because they feel safe and secure. Older pupils are confident that staff will take good care of them at all times. If ever pupils are worried, there is always a trusted adult to talk to. Pupils especially enjoy spending time with their much-loved school dog, Bertie. The school wants pupils to learn successfully. However, weaknesses in the curriculum have prevented some pupils from achieving as well as they should. Work is now under way to make things better. This is beginning to have an impact. However, despite this, some pupils are not as well prepared as they should be for the next stage in their education, including pupils with special educational needs and/or disabilities (SEND). Pupils are proud members of their school. They talk with enthusiasm about the exciting activities that the school provides. For instance, pupils enjoy visits to museums and places of interest. They look forward to participating in choir performances with other schools. Pupils participate wholeheartedly in these experiences, including pupils with SEND.

What the school should improve

• In a small number of instances, the mathematics curriculum is not delivered effectively. When this is the case, pupils do not learn as well as they should. The school should ensure that the mathematics curriculum is delivered consistently well so that pupils of all ages learn the knowledge that they need to be ready for the next stage of their education.
• The school's work to make effective use of information from assessments is at an early stage, especially in the foundation subjects. This makes it difficult for leaders and staff to identify when pupils may have missing knowledge. The school should ensure that work to improve assessment is embedded swiftly and successfully in all subjects.
• In the foundation subjects, the curriculum does not make clear what knowledge pupils in the mixed-age classes should learn in order to be ready for the next stage. This means that younger pupils are not as well prepared as they should be for future learning. Additionally, older pupils sometimes repeat knowledge that they have already learned. The school should ensure that in all subjects the most important knowledge is clearly identified and sequenced so that pupils build a solid and sufficient body of knowledge over time.

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