Tollerton Primary School

What Ofsted said

From the inspection on 22 February 2023

This is an ambitious school. Leaders have high expectations for all to succeed, especially the most disadvantaged and those pupils with special educational needs and/or disabilities (SEND). Senior leaders have a clear vision for the school. Driving all the school does are its values: 'take care, respect, kindness, perseverance, and aspiration'. When explaining the importance of these values, one pupil said, 'They make sure our teachers and friends always help us to keep going, to make sure we try, to make us even better.' Pupils say that they feel happy in school. Pupils behave well in and around school. There is a calm and orderly atmosphere. Pupils value the help they receive from staff, especially lunchtime supervisors, to resolve problems if these happen. The 'anti-bullying councillors' are proud of their roles. However, they state that bullying rarely happens and so they are not often needed. There is a strong sense of community at Tollerton. As one parent said, 'My daughter is thriving at Tollerton - it feels like an inclusive, warm and friendly community.' Pupils are tolerant and respectful of difference. This is because, as one pupil said, 'Staff encourage us to respect others' beliefs and be tolerant of everyone's difference.'

What the school should improve

• Senior leaders have undertaken much work to ensure that there is a cohesive curriculum and to provide subject leaders with the expertise to drive improvements in their subject. However, subject leaders have not yet had enough opportunity to check on the implementation of their intended curriculum and to evaluate its impact. As a consequence, there are inconsistencies in delivery and ambition in some subjects. Senior leaders should ensure that subject leaders have the time to make these checks to ensure that their subjects have maximum impact.
• Approaches to assessment in some subjects do not consistently establish what children know and remember. As a consequence, information gathered is not used effectively to inform how teachers respond to what they know about pupils' learning. Leaders should ensure that assessment consistently assists teachers in determining the next learning steps, in all subjects, without causing unnecessary burdens for staff and pupils.

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