Tunstead Primary School

Inspection of Tunstead Primary School Market Street, Tunstead, Norwich, Norfolk NR12 8AH

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Insufficient evidence Previous inspection grade Good 25 and 26 March 2025

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What is it like to attend this school?

Pupils feel safe in this very inclusive school. Relationships between pupils and adults are positive. Pupils say that adults look after them if they have worries or concerns. The school has a clear understanding of each pupil’s needs. This helps every pupil to be included in school life. Pupils understand that everyone is different but should be treated equally.

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What is it like to attend this school?

Pupils know the school rules, and they behave well typically. This is because the school has clear expectations. It teaches them what is right and wrong. Pupils’ attitudes to learning are mostly positive. Disruption to pupils’ learning in lessons is rare. Pupils understand that bullying is wrong. They know that bullying can happen online or in person. If they see it happening, then they seek adult support straight away.

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What is it like to attend this school?

Pupils benefit from undertaking a wide range of roles and responsibilities. These include house captains, school councillors and junior librarians. Older pupils are particularly proud to serve as ‘buddies’ for younger pupils. These opportunities help pupils to build their sense of responsibility.

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What is it like to attend this school?

Pupils have many opportunities to develop their talents and passions. These include various sports clubs, art and dance.

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What does the school do well and what does it need to do better?

Leaders have planned an ambitious curriculum for all pupils. This provides pupils with the opportunity to be successful. Learning is thoughtfully sequenced, and teachers implement the curriculum well. Leaders have identified the essential knowledge that they want pupils to learn. Consequently, pupils’ knowledge develops well over time.

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What does the school do well and what does it need to do better?

Staff have the subject knowledge they need to teach the curriculum effectively. Leaders have prioritised staff training so that staff teach the curriculum well. There are many opportunities for pupils to discuss their learning. This allows teachers to check pupils’ understanding carefully. However, at times, staff do not address pupils’ misconceptions and correct errors in their work. This results in some pupils not learning as well as they could.

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What does the school do well and what does it need to do better?

Reading is a high priority. Staff are well trained. They carefully match reading books to the sounds that pupils are learning. Once they can read fluently and accurately, pupils read a broader range of books. This helps to develop their confidence and inference skills. Pupils who find reading a challenge are identified promptly. They then receive effective support and guidance to help them catch up.

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What does the school do well and what does it need to do better?

Leaders have a clear overview of pupils with special educational needs and/or disabilities (SEND). Pupils receive effective targeted support when they need help with their learning. This helps to ensure pupils work on the most appropriate activity for the right length of time. Consequently, pupils with SEND achieve well from their varied starting points. 25 and 26 March 2025

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The school has high expectations of pupils’ behaviour and attendance. Pupils listen respectfully to the adults and each other. Adults support pupils skilfully in managing their emotions when needed. Most pupils attend school regularly and arrive on time. This is because leaders have clear and supportive systems in place to tackle poor pupil attendance.

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The school’s personal, social, health and economic curriculum supports the school’s aims and values. Pupils talk with maturity about issues such as uniqueness and protected characteristics of age and gender. Pupils understand that everyone is different and no one should be left out. The school teaches pupils about current safeguarding risks. For example, they learn about water and online safety. They know to tell a trusted adult if they see something inappropriate.

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Governors are actively involved in the school. For example, they meet regularly with school leaders to check the school’s effectiveness. Governors provide suitable support and appropriate challenge to school leaders. They share a sense of pride in the school. Staff appreciate the range of training opportunities that are available to them.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, pupils’ errors and misconceptions go unchallenged. Therefore, pupils do not learn as well as they could. The school should ensure that staff spot and correct pupils’ misunderstandings and mistakes promptly so pupils learn as well as possible.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View 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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium 25 and 26 March 2025

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funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 26 and 27 March 2019, under section 5 of the Education Act 2005.

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Information about this school

 The headteacher was appointed in 2020.  The school is part of the Green Shoots Federation. It collaborates with another local primary school.  The school provides a breakfast and after-school club.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 25 and 26 March 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The school is registered to have children in the early years. However, at the point of inspection, there were few children on roll in this phase. Therefore, due to insufficient evidence, an amnesty has been granted for the judgement of the early years provision.  Inspectors met with four governors, including the chair of governors, and a representative from the local authority.  Inspectors met with the headteacher, senior leaders, staff and pupils.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and

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looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour in lessons and around the school site.  The lead inspector listened to pupils in Years 1, 2 and 3 read to a familiar adult.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered responses to Ofsted’s pupil and staff surveys. They also considered responses to Ofsted Parent View, including free-text comments.

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Inspection team

Benjamin Axon, lead inspector His Majesty’s Inspector

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Inspection team

Jo Pedlow Ofsted Inspector 25 and 26 March 2025

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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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