Tirlebrook Primary School

What Ofsted said

From the inspection on 10 June 2026

Children get off to a great start in the early years. This ensures that children in Nursery and Reception Years learn the curriculum effectively. This prepares them for Year 1 very well. However, pupils' experiences in key stages 1 and 2 are much more mixed. Over time, pupils, including pupils with special education needs and/or disabilities, have not been well prepared for secondary school. Pupils have underachieved due to previous weaknesses in teaching and the curriculum. Current leaders are taking the right action to successfully address these weaknesses. Many pupils recognise the improvements in the school. Pupils are learning much more now through the curriculum. However, there remain some weaknesses in the implementation of the curriculum across subjects and classes. This means that pupils, including those who are disadvantaged, have gaps in their knowledge in writing and mathematics. Pupils know and understand the school's new values. Increasingly, pupils show pride in their work as a result of leaders' higher expectations, including for pupils who receive bespoke curriculums. Pupils try hard, and many pupils make every effort to keep at their learning. However, not all staff model the highest of expectations. When this happens, pupils can show a lack of concentration because they do not get timely support or staff do not re-engage them in learning well enough. In a few classes, pupils' learning time is not used effectively. Pupils are confident that when bullying happens, it is sorted out over time. However, when there are recurrences of unkindness, it can take too long to address it. Leaders are working hard to resolve this. There is a range of enrichment opportunities beyond the academic. Cooking and rounders are particular favourites. Pupils know to treat everyone equally and not to discriminate.

What the school should improve

• Leaders should ensure that pupils' attainment in reading, writing and mathematics continues to rise so that pupils, including pupils with special educational needs and/or disabilities and those who are disadvantaged, are well prepared for their next stage of education.
• Leaders should ensure that all staff have expert subject knowledge in the subjects and phases they teach.
• Leaders should ensure that staff use assessment information astutely, design activities that build pupils' knowledge and deepen pupils' understanding of complex concepts as soon as they are ready.
• Leaders and governors need to ensure that there is stringent oversight of all aspects of the school's work and ensure that communication with parents and carers is consistently effective.
• Leaders should ensure that staff implement the school's behaviour policies consistently well and all pupils gain the resilience they need to thrive academically and personally.

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