Thurton Primary School

What Ofsted said

From the inspection on 29 April 2025

Pupils develop a strong sense of community and individuality in this school's nurturing environment. They support and care for each other as they embrace the school's value of 'togetherness', celebrating each other's achievements and jointly planning community projects. Pupils have highly positive attitudes to their work. Their attendance is high. They understand the school's expectations of them, so they work hard to achieve their best. Pupils, including those with special educational needs and/or disabilities (SEND), appreciate the extra help teachers provide if they find learning tricky and succeed in meeting their targets. Pupils feel safe and enjoy breaktimes, taking part in activities led by older pupils who act responsibly as 'play leaders'. Pupils are exceptionally polite and respectful as they share equipment and wait their turn. They appreciate that these activities contribute to keeping them active and healthy. Pupils develop the confidence to discuss and debate ideas. They have a secure understanding of fairness and democracy, voting for 'class ambassadors' who represent their views and ideas to improve the school, including successfully instating new outdoor equipment. A wide range of clubs and activities such as gardening and karate spark new interests and help pupils develop their talents.

What the school should improve

• A few subjects in the curriculum have been newly introduced, so teachers are developing their expertise in how knowledge in these subjects builds over time. This means there are times when teachers do not use assessment to inform adaptations to their teaching effectively, and pupils may not learn as well as they could. The school should continue to establish its work in these subjects, ensuring teachers clearly understand the intended learning for pupils to inform any relevant adaptations to teaching so pupils can achieve the high standards expected of them.
• On occasion, teaching focuses on the topic being taught rather than the most important knowledge pupils need to learn. This means pupils do not always secure the knowledge and skills they need to prepare them well for their next steps in learning. The school should ensure that the most important knowledge pupils need to know is clearly outlined to teachers, and teaching focuses on this precisely in lessons, ensuring pupils have remembered and understood before moving on to new learning.

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