Thrumpton Primary Academy

What Ofsted said

From the inspection on 14 April 2026

Pupils are happy at school, and as a result, many attend well. They start each day with enthusiasm and a sense of excitement. They are welcomed warmly by staff, who show a genuine interest in their wellbeing. Some of the most vulnerable pupils benefit from softer starts to the school day, which helps them transition calmly into school. This care and support ensure that pupils feel safe, well looked after and confident that adults will help them if they have any concerns. The school has high expectations of pupils’ behaviour. Pupils typically behave well in lessons and around the school. Pupils treat each other with kindness and respect. Bullying is very rare and pupils are confident that staff will sort out any problems or friendship worries they may have. They enjoy opportunities to socialise and play well with each other during breaktimes. Children get off to a very positive start in Nursery and Reception Year. Many are well known by staff before they join the school. Teachers prioritise language and communication skills. This enables children to engage well with the full curriculum. Pupils are known in depth by staff. This enables staff to meet pupils’ needs and support pupils to overcome barriers to learning and development. As a result, pupils benefit from a school community that is highly inclusive. Pupils enjoy their lessons, make secure progress in their learning and typically achieve in line with other pupils nationally. Pupils’ academic learning is enhanced by a wider offer that focuses on their wellbeing and understanding of the wider world. Pupils are encouraged to expand their horizons. For example, trips to the theatre in London have inspired many to get involved in local performance opportunities. Pupils are encouraged to develop the ‘Thrumpton traits’. Weekly assemblies celebrate the progress pupils make in demonstrating these characteristics. This equips pupils well for life beyond school.

What the school should improve

• Leaders should ensure that detailed analysis and monitoring of interventions for disadvantaged pupils underpin their decisions for how best to support these pupils to achieve well.
• Leaders should further develop assessment practice so that all teachers use the information they have to make highly effective choices about what to teach next and what interventions to provide.
• Leaders should ensure that pupils develop a secure and detailed knowledge of fundamental British values to better prepare them for life in modern Britain.

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