The Tyrrells School

Inspection of The Tyrrells School Tavistock Road, Springfield, Chelmsford, Essex CM1 6JN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Not previously inspected 15–16 October 2019

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What is it like to attend this school?

Pupils at this school are inquisitive and value learning. They speak articulately in lessons and on the playground. Pupils happily discuss what they are learning. They are proud of their achievements. They celebrate their successes and those of their peers.

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What is it like to attend this school?

Pupils behave well in lessons, when moving around the school and on the playground. Pupils are kind to each other and follow teachers’ instructions well. Pupils focus on their learning, and disruptive behaviour is very rare.

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What is it like to attend this school?

Teachers have high expectations of pupils. Pupils work with determination when faced with difficult challenges.

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What is it like to attend this school?

Leaders are ambitious. Their development of the curriculum has led to many positive changes. For example, the quality of teaching in mathematics has improved so that pupils now learn well the knowledge and skills they need. There remain some foundation subjects that need further development.

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What is it like to attend this school?

Some parents told inspectors that leaders do not communicate well enough with parents. Aware of this, leaders have started work to make improvements. Leaders have created regular events when parents can discuss their views with leaders.

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better?

Teachers follow leaders’ chosen curriculum consistently and capably. This is particularly noticeable in English and mathematics. Teachers ensure that pupils understand what they are trying to learn and how well they are doing. In most subjects, teachers give pupils many opportunities to practise and revisit what they have learned. As a result, pupils learn what they need to know well. In mathematics, pupils accurately use their skills of calculation to reason and solve tricky problems. Pupils learn how to write well. They apply their written skills in a range of contexts. Pupils also have a strong understanding of most subjects beyond English and mathematics. In a few subjects, such as geography, the curriculum is not as well developed. As a result, teachers do not teach these subjects as effectively as they do in other subjects.

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better?

Pupils enjoy reading. They enthusiastically take part in the reading competitions that leaders have introduced. Phonics is taught very well in the early years and key stage 1. Almost all pupils achieve the expected standard in phonics by the end of key stage 1. However, teachers in key stage 2 do not teach phonics as impressively. This means that pupils who find reading tough do not catch up as quickly as they should. The reading books for these pupils do not always match their needs.

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better?

Leaders have created an impressive curriculum for pupils’ personal, social, health and economic education (PSHE). Teachers have a shared understanding of the importance of this subject and teach it effectively. Pupils develop a sophisticated 15–16 October 2019

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understanding of the issues covered in PSHE. Alongside PSHE, leaders put in place a wide range of opportunities for pupils’ personal development. Pupils have many opportunities to take responsibility for themselves and for others. For example, pupils lead play for younger children on the playground and serve as members of the student council. Pupils also raise money for many charitable causes. Leaders award pupils as ‘Global Citizens’ whenever they take action to make the world a better place.

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The provision for pupils with special educational needs and/or disabilities (SEND) helps these pupils overcome the challenges they face. The SENCo ensures that pupils’ needs are accurately identified. Effective support plans are put into place. Teachers and teaching assistants support pupils with SEND well. Pupils with SEND are fully included within the curriculum. Pupils speak accurately about their needs. They know what they need to do to learn well.

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Children in the early years make a good start to their education. They quickly learn leaders’ high expectations for behaviour. Children show self-control and hold their concentration for sustained periods. Children happily share with others. They are kind to each other.

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Adults provide activities that help children learn effectively. Phonics is taught consistently well in the early years. Children quickly learn to love reading. They start Year 1 with the skills needed to read capably.

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Adults teach children how to stay healthy and safe. They understand the importance of eating healthy food. In the classroom and outdoors, children assess risks accurately and play safely.

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Governors work well with the trust and make a positive contribution to the school. Governors regularly check how well the school is doing. They challenge leaders effectively about the quality of education.

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Leaders know the strengths and weaknesses of the school. Some curriculum leaders, however, are new to leadership. They are less clear about what is going well and what needs to improve.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Pupils told inspectors that they feel safe. All adults are well trained in safeguarding. They are alert to any signs that a pupil is at risk. Adults act swiftly and appropriately when concerns arise.

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Safeguarding

Leaders work positively with external agencies to ensure that vulnerable pupils receive the support they need.

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Safeguarding

Leaders ensure that all required checks are carried out to be certain that adults 15–16 October 2019

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Governors check to make sure that leaders and staff carry out their safeguarding duties effectively.

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(Information for the school and appropriate authority)

 Leaders should ensure that all subjects have well-developed curriculum plans that clarify and order the knowledge and skills that teachers must teach.  Improve the quality of subject leadership so that all curriculum leaders carefully check the quality of teaching and learning to make the necessary improvements.  Leaders should ensure that pupils in key stage 2 have the phonics teaching they need to help them catch up.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 15–16 October 2019

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school joined the Chelmsford Learning Partnership multi-academy trust in July 2018. Prior to joining the trust, The Tyrrells School was a stand-alone, primary academy since its conversion to academy status on 1 November 2011. The overall effectiveness of the predecessor school at its inspection on 19 November 2008 was Outstanding.

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Information about this inspection

We carried out this inspection under section 8 of the Education Act 2005. We deemed the inspection a section 5 inspection under the same Act.

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Information about this inspection

 Inspectors had discussions with the chief executive officer (CEO), headteacher, members of the senior leadership team, SENCo, subject leaders and the leader for the early years provision. They also had discussions with member of the trust board, the local governing body and a representative from the local authority.  Inspectors spoke with parents, pupils, teachers and support staff.  Inspectors took account of a wide range of information, including 120 responses to Ofsted’s online questionnaire, Parent View; the school’s website; development plans; information about pupils’ needs; leaders’ monitoring of teaching, learning 15–16 October 2019

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and assessment; and leaders’ records about pupils’ behaviour. Inspectors reviewed documentation regarding safeguarding.  Inspectors visited lessons across the school and carried out scrutiny of pupils’ books. Inspectors started the inspection focusing on reading, writing and mathematics. To answer questions raised on the first day of the inspection, inspectors visited lessons in other subjects on the second day of the inspection.

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Inspection team

Al Mistrano, lead inspector Her Majesty’s Inspector

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Inspection team

David Piercy Ofsted Inspector 15–16 October 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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