Thorntree Primary School

What Ofsted said

From the inspection on 3 March 2026

Pupils are happy at this welcoming school and appreciate its village-school feel. They say that staff care about them and that there is always someone whom they can talk to if they have a worry. They learn how to keep themselves safe, including online. For example, pupils explain that if they encounter problems online, they should block the person and tell a trusted adult. Safeguarding systems are fully understood by staff, and leaders work well with external professionals when pupils need additional help. Pupils behave well in lessons and around the school. Relationships between pupils and staff are positive and respectful. Pupils understand the school’s behaviour system and value the recognition that they receive for positive behaviour and engagement, such as earning house points. They understand what bullying is. Pupils know that sometimes bullying happens, but they are clear that staff deal with it effectively. Most pupils focus well in lessons and enjoy talking about the subjects that they study. Teachers help them improve their work by identifying gaps in pupils' knowledge and providing extra practice with subject content when needed. Pupils are well prepared for the next stage of their education. They typically achieve well. Pupils benefit from wider opportunities that support their personal development. For example, they enjoy clubs such as football, cricket, debating and music. Pupils value having access to the nearby animal park and nature reserve, where they complete their daily mile. Pastoral support is comprehensive. Staff know how to help pupils with both their wellbeing and learning, which pupils say has improved their confidence and attendance. Leaders ensure that pupils who may face barriers to learning receive appropriate and effective support. They work with other professionals so that pupils known to social care receive coordinated help. Leaders also identify and put in place high-quality support for pupils with special educational needs and/or disabilities. A small number of pupils have low attendance. Leaders are working with families and providing pastoral support to improve this.

What the school should improve

• Leaders should develop their attendance strategy so it secures sustained improvement, particularly in reducing persistent absence for vulnerable pupils, and strengthens the targeted support for pupils where needed.
• Leaders should continue to strengthen the teaching of reading, particularly for pupils with lower starting points, so they develop the fluency and understanding needed to make highly positive progress.

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