Toner Avenue Primary School

What Ofsted said

From the inspection on 26 April 2022

Pupils at Toner Avenue Primary School are happy and confident. Relationships between all staff and pupils are strong. This helps pupils to feel safe. There is a calm and purposeful atmosphere throughout the school. This is a school where everyone is welcome. Pupils say that you make friends quickly here, no matter who you are. Leaders have established a consistent approach to managing behaviour. Most pupils learn to recognise and manage their emotions positively. They behave well and have excellent attitudes to learning. Staff help pupils to have a voice and make their views known. Pupils are confident about approaching any member of staff, from the caretaker to the headteacher, if they have any worries. Leaders ensure that all pupils develop a good understanding of personal safety, anti-bullying and internet safety. Parents and carers speak highly of the support that their children receive in school. Many feel that staff 'go above and beyond' to make sure that pupils have the tools they need to succeed. Parents feel welcome and appreciate the information they receive about their child's learning. Leaders are working closely with some parents and the local authority to ensure that all pupils attend school regularly and on time. This is an area that needs further improvement.

What the school should improve

• In reading and mathematics, teachers do not use assessment information consistently to address gaps in learning. This means that some pupils do not have the support they need to catch up quickly. Leaders should ensure that teachers use assessment information frequently and consistently to rapidly address gaps in learning.
• The curriculum for some foundation subjects is not aligned well with the early years curriculum. This means that adults in Nursery and Reception miss opportunities to introduce children to the subject vocabulary they will develop further in key stage 1. Leaders should ensure that the early years curriculum contains explicit opportunities for children to begin to develop this early subject vocabulary.
• The curriculum for personal, social and health education (PSHE) does not provide sequenced opportunities for pupils to recall and deepen their understanding of key concepts. Therefore, pupils struggle to apply their knowledge of areas such as British values and cultural diversity to wider discussion. Teachers should provide sufficient opportunities for pupils to strengthen their understanding of these concepts and their wider impact and application.
• Despite leaders' actions, the rate of persistent absence among pupils eligible for pupil premium remains high. This means that these pupils miss valuable learning time and the opportunity to access the wider curriculum. Governors should ensure that leaders use the pupil premium funding effectively to address levels of attendance and increase engagement with before- and after-school activities.

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