Tregoze Primary School

Tregoze Primary School

Address: Sleaford Close, Grange Park, Swindon, Wiltshire, SN5 6JU Unique reference number (URN): 138305

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders' work to ensure that pupils attend well is highly effective. Parents and carers work in close partnership with the school to make sure pupils arrive on time and attend regularly. Leaders maintain strong relationships with families and provide timely support, including making adjustments where needed to remove barriers to regular attendance. As a result, attendance is high and remains consistently so over time.

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Attendance and behaviour Strong standard

Pupils are highly motivated to learn. In lessons, they apply themselves well and show determination when learning is challenging. They concentrate for sustained periods and demonstrate resilience, persevering even when tasks require additional effort. Staff model positive attitudes and behaviour, and relationships are built on trust, respect and understanding. Pupils who sometimes struggle to manage their emotions are supported sensitively by staff, which helps them regulate their behaviour successfully.

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Attendance and behaviour Strong standard

Pupils are extremely polite and well mannered. They listen carefully to adults and one another and take turns to talk and respond. During social times, pupils of all ages play positively together. The school wellbeing action team (SWAT) helps ensure pupils feel happy and safe. Pupils understand that any form of bullying or discrimination, including online, is unacceptable. They are confident that adults will take their concerns seriously and help them resolve any issues.

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Early years Strong standard

Children develop a strong sense of awe and wonder in the early years. This is because the carefully sequenced curriculum places a clear focus on developing children's imagination and communication skills. Staff model language accurately, particularly for children who speak English as an additional language. Children use this vocabulary confidently during their play. For example, children apply mathematical vocabulary such as 'one more' accurately when playing in the home corner. Staff recognise that every moment is a learning opportunity. Their high-quality interactions help children become confident in their conversations and communication.

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Early years Strong standard

A love of reading is evident throughout the early years. Children learn rhymes and enjoy a wide range of stories. These rich experiences influence their play and learning. For example, after reading the 'Naughty Bus' children built 'Big Ben' and retold parts of the story. These opportunities inspire children and help them develop a deep enjoyment of reading. Children learn to read letters and sounds, and structured phonics teaching enables them to segment and blend sounds to read words and sentences.

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Early years Strong standard

Staff know the children and their families well. They quickly identify children with special educational needs and/or disabilities. Additional support that precisely addresses gaps in learning helps children to catch up. As a result, children achieve highly from their starting points and are well prepared for Year 1.

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Personal development and wellbeing Strong standard

The school's values of trust, kindness, responsibility, resilience and empathy are central to pupils' experience at Tregoze Primary School. The personal development programme is clearly designed to ensure pupils understand why these values matter and how they shape their behaviour and attitudes. Pupils also develop a strong understanding of fundamental British values. They learn about democracy, the rule of law, individual liberty and mutual respect, and they recognise how these values help everyone contribute positively to the school and wider community.

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Personal development and wellbeing Strong standard

The pastoral team supports pupils effectively to develop strategies that help them manage their wellbeing and mental health. Because of the strong relationships pupils have with staff, they feel confident to ask for help when they need it.

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Personal development and wellbeing Strong standard

Pupils have highly developed moral understanding of right and wrong. They show a mature appreciation of the characteristics that make everyone unique and recognise that treating others unfairly is never acceptable. Pupils celebrate diversity. They learn about different faiths and cultures through the curriculum and by sharing their own family traditions and celebrations.

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Personal development and wellbeing Strong standard

Pupils learn about the importance of healthy relationships. They identify kindness as a key part of friendship and understand the importance of consent. Pupils are aware of risks and learn how to keep themselves safe both in the real world and online.

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Personal development and wellbeing Strong standard

Pupils develop their talents and interests through a wide range of activities that enhance learning within the curriculum and beyond the school day. Residential trips help them develop independence, resilience, teamwork and problem-solving skills. Visits to art galleries deepen pupils' appreciation of artists' work. Opportunities to learn musical instruments, such as the recorder or ukulele, inspire pupils' interest in music. The school nurtures pupils' talents through extra-curricular clubs, including dance, crochet and football. Leaders ensure that all pupils, including those who are disadvantaged, benefit from these experiences.

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Achievement Expected standard

On the whole, pupils are well prepared for the next stage in their education. Published outcomes in national tests show that pupils, including those who are disadvantaged, achieve above the national average in reading, writing and mathematics by the end of Year 6. Pupils' attainment in the phonics screening check is also typically above the national average.

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Achievement Expected standard

Pupils generally progress well through the curriculum from their starting points. For example, pupils in key stage 1 confidently recall different parts of a plant and explain their function. However, some older pupils struggle to make connections with what they have learned previously. They do not always secure important concepts, such as chronology and significant historical figures, in their long-term memory. As a result, some pupils do not build a depth of knowledge across all subjects in the wider curriculum.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. The curriculum is ambitious and well designed. Leaders have set out what they want pupils to learn and by when. Typically, staff adapt the curriculum so that pupils with special educational needs and/or disabilities, and those who face other challenges, can access learning and achieve well.

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Curriculum and teaching Expected standard

The teaching of reading is a strength. Staff spot pupils who struggle to keep up and provide extra support to help them develop confidence and fluency. Staff have secure subject knowledge. They use this to model learning and explain new concepts clearly. However, the checks some staff make to ensure pupils understand new learning are not applied consistently. This means that in some wider curriculum subjects, pupils do not always build knowledge securely, and gaps are not addressed consistently.

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Curriculum and teaching Expected standard

Leaders have prioritised the development of handwriting, letter and number formation, and mathematical fluency. There is a deliberate approach to teaching these skills. However, there is variability in how well pupils apply this knowledge to their work. As a result, some pupils' handwriting, letter formation and presentation do not meet the school's expectations.

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Inclusion Expected standard

The school has effective systems in place to identify pupils with special educational needs and/or disabilities (SEND). Leaders are determined to remove any barriers so that pupils, including those who are disadvantaged, take part in all aspects of school life and make good progress. Where needed, the school works with external agencies to secure additional support for pupils.

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Inclusion Expected standard

Staff generally benefit from the training they receive to develop their expertise in supporting pupils with SEND. They set targets that are reviewed in a timely manner with parents and carers. Typically, pupils' targets are precise, and the support provided helps them access learning alongside their peers and succeed.

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Inclusion Expected standard

The school uses additional funding effectively to support disadvantaged pupils. This has a positive impact on their achievement, including in national curriculum tests. The trust ensures that the use of alternative provision is carefully considered. Robust processes help ensure that the specific needs of these pupils are met well. Leaders regularly review the success of these provisions.

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Leadership and governance Expected standard

Leaders at all levels have a clear and accurate understanding of the school's strengths and the areas that need further improvement. This is supported by thorough checks, research and the use of information about pupils' learning. When leaders identify changes needed in the curriculum, they take suitable action to address them. Leaders and trustees promote high expectations. The trust places professional learning at the forefront to help staff deliver the curriculum effectively. Staff value these opportunities, which help them build their expertise and confidence.

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Leadership and governance Expected standard

Leaders act in the best interests of pupils, particularly those who are disadvantaged or face barriers to their learning. Those responsible for governance meet their statutory duties and provide an appropriate balance of challenge and support for leaders. School and trust leaders evaluate the impact of the school's work through a structured system of checks, which helps them understand what is working well and what needs to improve.

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Leadership and governance Expected standard

Staff feel valued. They appreciate the thoughtful consideration that the trust and school leaders give to managing workload and supporting their wellbeing. Staff are proud to work at the school and to be part of its community. Most parents would recommend the school to others. They particularly value the positive relationships and the care that staff show towards pupils.

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What it's like to be a pupil at this school

Pupils arrive at school full of enthusiasm and eagerness to learn. They settle quickly, with no loss of learning time. Pupils are proud of their school and are highly motivated to uphold its high expectations of behaviour. Staff rarely need to remind pupils how to act. As a result, classrooms are calm and highly conducive to learning, helping pupils remain focused and on task.

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What it's like to be a pupil at this school

The school is ambitious for all pupils. Staff build positive, respectful relationships with pupils and their families. They work sensitively with pupils to understand any barriers to attending or engaging in school. Effective support and adaptations to learning enable pupils with special educational needs and/or disabilities to succeed and thrive. Leaders make sure pupils feel happy and safe. Consequently, pupils attend well and enjoy learning.

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What it's like to be a pupil at this school

The school is determined to provide a high-quality education and rich set of wider experiences for pupils. This begins in the early years, where children get off to a positive start. Pupils achieve well across the curriculum and in national curriculum tests. As a result, pupils, including those who are disadvantaged, are well prepared for the next stage of their education.

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What it's like to be a pupil at this school

Pupils relish the opportunities they have to develop their leadership skills. Older pupils enjoy being 'buddies' to children in Reception and act as excellent role models. Pupils demonstrate the school's values in their day ‑ to ‑ day interactions. They show high levels of respect for adults and one another. Pupils are clear that bullying is rare, and they know that trusted adults will help them with any worries or concerns.

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What it's like to be a pupil at this school

Pupils embrace their individuality. They understand that everyone is unique and that it is 'good to be different'. Pupils have a mature understanding of fundamental British values, including individual liberty. They recognise that tolerance, acceptance and understanding help create a harmonious community. This prepares them well for life in modern Britain.

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Team inspectors:

Catherine Beeks, Ofsted Inspector Faye Heming, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

• Leaders need to ensure that teachers check pupils' understanding consistently so that pupils can build secure and detailed knowledge across all curriculum subjects. • Leaders need to continue to ensure that pupils develop key handwriting and transcription skills so they can apply them accurately and confidently across the curriculum.

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About this inspection

This school is part of The White Horse Federation, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Dr. Dan Nicholls, and overseen by a board of trustees, chaired by Ninna Gibson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, assistant headteacher, other senior leaders, staff, pupils, the CEO and other representatives from the trust, trustees and representatives of the local governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of one registered alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 77% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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