Thorpe Primary Academy

What Ofsted said

From the inspection on 21 September 2022

Pupils at Thorpe Primary School feel well cared for and safe. This is because they know how to get help if they have a worry or concern. Through regular assemblies, pupils are reminded that staff are 'here to help'. As a result, pupils say that adults are there to help make sure that issues such as bullying get sorted out. All pupils who are new to the school are made to feel very welcome. Some pupils take on the role of a 'Thorpe friend', helping new starters to get to know the school and to settle in. Pupils can also be 'peer mediators' who are there to help to build friendships during playtimes. These roles of responsibility are valued and show pupils that they can make a difference in their school. There is a calm and purposeful learning atmosphere around the school. This is because pupils know what is expected of them and they demonstrate this through their polite, respectful behaviour. Pupils are supported to become more confident learners. Their ability to talk and contribute to discussion is enhanced by skills they learn in reading lessons. This also builds their vocabulary, which helps in all aspects of their ambitious learning.

What the school should improve

• There is minor variability in the way teachers help and plan for pupils to embed new knowledge. This is because in a small number of lessons, opportunities to revisit and practise the important concepts being learned are less well considered. As a result, some pupils struggle to easily recall the knowledge they have previously learned and make connections with prior learning. Leaders, including subject leaders, need to ensure that teachers provide consistently well-thought- through opportunities across the curriculum for pupils to rehearse and apply the important knowledge being taught, so that pupils build secure knowledge and remember more.
• The provision for a small number of pupils with more complex SEND needs is evolving rapidly to respond to external advice. Consequently, the plans in place do not specify all the precise detail that staff need to support these pupils to achieve their best. Leaders should embed the systems already in place to improve written plans and further develop staff expertise in meeting specific needs. This will ensure that all pupils, including those with SEND, are supported to achieve their best.

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