Tealby School

Inspection of a school judged good for overall effectiveness before September 2024: Tealby School Front Street, Tealby, Lincs, Market Rasen Lincolnshire LN8 3XU

p.1

Outcome

Tealby School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Pupils enjoy coming to Tealby School. They feel safe and know that staff will help them. Pupils are proud of their work and enjoy talking about what they have learned. They are polite and friendly. Pupils say that bullying is rare, and that staff deal with any problems quickly.

p.1

What is it like to attend this school?

The school’s values shape how pupils behave and learn. Pupils know it is fine to make mistakes as this helps them to improve. Staff expect every pupil to do well. They explain things clearly and usually notice if someone is struggling. Typically, this means pupils get the help they need to learn successfully.

p.1

What is it like to attend this school?

Pupils with special educational needs and/or disabilities (SEND) are included in all parts of school life. They learn with their classmates and enjoy the same school trips, clubs and activities as all other pupils.

p.1

What is it like to attend this school?

Parents and carers describe the school as welcoming and inclusive. They feel staff know their children well and help them to succeed. Pupils value the wide range of clubs and trips. Many say the school feels like a family and that this is what makes it special.

p.1

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

Tealby School has planned a broad and ambitious curriculum. Leaders have thought carefully about what pupils need to learn and when. Staff know what to teach and when to teach it. This starts in the early years and helps pupils build their knowledge over time. Pupils remember what they have learned and use it to help them learn new things. Teachers explain well and give pupils time to practise. 7 May 2025

p.1

2

Learning to read is a priority at Tealby. Children start phonics as soon as they start school. Staff are skilled in teaching phonics. They teach it every day, so children learn to read with confidence. They check which sounds pupils know and give them extra help if they fall behind. Pupils read books that match the sounds they know. This helps most pupils to become confident and fluent readers. Pupils enjoy reading and talk about the stories they read in class.

p.2

2

Pupils come to school regularly and arrive on time. Leaders have worked closely with families to reduce persistent absence. Most of the time, classrooms are calm and pupils listen to staff. They follow routines and know the rules. If someone does not follow a rule, most staff deal with it, and help pupils make a better choice. However, sometimes, low- level disruption is not consistently dealt with. This results in some pupils’ learning being interrupted by the behaviour of others.

p.2

2

The school accurately identifies the individual needs of pupils with SEND. The school works with parents and external agencies to set out the best support for each pupil. However, the school has not ensured that all staff have the knowledge and expertise to help pupils overcome their specific barriers to learning. This means that sometimes the curriculum is not adapted to help pupils with SEND to learn as well as they could.

p.2

2

Children in Reception get off to a flying start. They settle quickly each morning and enjoy choosing books. The classroom is calm and well organised. In mathematics, they use objects to learn about numbers and patterns. Outside, children talk about the weather, blow bubbles to see which way the wind is blowing and use blocks to show how rain might fall. Staff help children speak in full sentences and use new words correctly when they play and talk.

p.2

2

Pupils learn how to stay safe at school and online. They learn about friendships and feelings and know who to speak to if they are worried. Pupils learn about different cultures, families and beliefs. They understand the importance of being kind and respectful to everyone. The school provides activities such as sports, gardening and creative clubs. Pupils enjoy these activities and everyone is encouraged to join in. Pupils take on special roles, such as being a school ambassador, head boy or head girl. Parents say these activities help their children become confident, kind and respectful.

p.2

2

Governors know the school well. They ask leaders clear questions and check whether planned actions are making a difference. They make sure that pupils are safe and that the curriculum meets their needs. Since the last inspection, they have improved how they review the school’s progress. This is helping leaders to improve the quality of education.

p.2

Safeguarding

The arrangements for safeguarding are effective. 7 May 2025

p.2

(Information for the school and appropriate authority)

 Occasionally, the support for pupils with SEND does not help them overcome their individual barriers to learning effectively. As a result, sometimes they are not able to access the curriculum and learn as well as they could. The school should ensure that all staff have the knowledge and expertise to meet the needs of pupils with SEND.  Sometimes, staff do not respond to low-level disruption consistently. As a result, some pupils’ learning is disrupted by the behaviour of others. The school should ensure that staff understand the school’s agreed behaviour strategies and use them consistently.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in 11 to 12 March 2020.

p.3

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 7 May 2025

p.3

Further information

You can search for published performance information about the school.

p.4

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 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). 7 May 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Rebecca Blackwood

p.5

School details

Dates of previous inspection 11 and 12 March 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 The school does not use any alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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.  Inspectors met with the headteacher, chair of governors, other school leaders, staff and pupils.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour in lessons and around the school site.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the 7 May 2025

p.5

6

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors gathered parents’ views by considering the responses to Ofsted’s online survey, Parent View.

p.6

Inspection team

Martin Fitzwilliam, lead inspector Ofsted Inspector

p.6

Inspection team

Nyree Parker His Majesty’s Inspector 7 May 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7