Thurnby, St Luke's Church of England Primary School

What Ofsted said

From the inspection on 14 April 2026

Pupils thrive in this school that shows care, kindness and high expectations. Staff build strong relationships with pupils. These relationships help pupils learn well, behave well and feel happy at school. Pupils say they feel safe, valued and included. This is because adults know them well and listen to them. Pupils know who to talk to if they feel worried. They trust staff and value things like 'worry boxes' and having safe adults to speak to. Pupils value that their school feels calm, friendly and welcoming. Pupils behave well and show positive and mature attitudes to their learning. Lessons run smoothly and pupils take part with enthusiasm. Breaktimes are calm and happy. Pupils play together sensibly and show kindness to one another. Pupils act politely and welcome visitors with confidence. They move calmly around school and manage transitions, such as assemblies, very well. Pupils enjoy their lessons and take pride in their work. They want to do their best. Older pupils remember what they have learned before and link ideas across subjects. Teachers choose reading books carefully and give pupils the right support. Pupils build confidence and fluency as readers. Many pupils achieve well by the end of key stage 2. Pupils talk positively about lessons, trips and practical activities that make learning exciting. Pupils with special educational needs and/or disabilities are well supported. The school provides calm spaces, clear routines and the right help to support pupils. Pupils enjoy coming to school. They feel part of a strong community. They take on responsibilities through leadership roles such as school council, eco club and helping with assemblies. These extra activities help pupils to grow in confidence and learn about the wider world.

What the school should improve

• Leaders should sharpen the precision with which gaps in pupils’ developing transcription skills, particularly handwriting and spelling, are identified and addressed, so that teaching consistently secures these foundations for all pupils and reduces variation in outcomes across classes.
• Leaders should strengthen their oversight of interventions by focusing more consistently on evaluative evidence of impact over time, so that support is refined swiftly and demonstrably accelerates progress for the pupils who need it most.

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