Schools & FE · Report card

Tillington Manor Primary School

Inspected 28 Apr 2026 · published 16 Jun 2026 · URN 149585

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Summary

No overall grade in this frameworkSafeguarding met

Victoria Jordan (lead), Christian Hamilton, Madeleine Griffin

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
28 Apr 2026
Inspectors verified
Christian Hamilton, Madeleine Griffin, Victoria Jordan
Postcode verified
ST16 1PW
Name on report verified
Tillington Manor Primary School
Safeguarding verified
Met
URN verified
149585

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsNeeds attention
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+72Very positivemore positive than 49% of reports of this type

In line with other reports of this type.

Praiseeffectivepositivehighly effectiveeffectivelyfeel safesecureclearconfident

Criticismconcernsgapsweaknessesinconsistentnot alwaysnot well preparednot clearly

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1621w+70
Leadership197w+84
Safeguarding51w−11
What needs to improve67w+64

Strengths

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Concerns

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Leaders recognise this and have started to put appropriate actions in place to address these weaknesses. p.4

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,933; about usual (typical 1698)
Reading level: Hard; Flesch 41, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Tillington Manor Primary School

Address: Young Avenue, Stafford, Staffordshire, ST16 1PW Unique reference number (URN): 149585

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Expected standard

Leaders implement effective strategies to sustain and improve attendance. They act swiftly to support disadvantaged pupils and those with special educational needs and/or disabilities (SEND) when concerns arise. This work is having a clear and positive impact. Robust systems to monitor attendance, alongside well ‑ planned and highly effective pastoral support, help more pupils to attend regularly and benefit fully from their education. Leaders work closely with families to identify and remove barriers to attendance, securing sustained improvement over time. As a result, the school’s overall attendance picture is in line with national averages.

p.2

Attendance and behaviour Expected standard

Pupils’ behaviour and attitudes to learning are generally positive. Leaders have created a calm, orderly and respectful environment in which pupils typically follow the school’s expectations. Staff apply behaviour policies with increasing consistency and sensitivity, making appropriate adjustments for pupils with SEND. Bullying is not tolerated. Pupils say that incidents are rare and that staff address any concerns quickly and effectively. Warm, trusting relationships between staff and pupils reflect a culture of respect and inclusion. Pupils typically show positive attitudes to learning. They are confident that any unkind behaviour is addressed promptly. As a result, pupils feel safe, supported and ready to learn.

p.2

Curriculum and teaching Expected standard

Leaders have created a broad and balanced curriculum that reflects the school’s context and priorities. They understand its strengths and areas for development. Overall, the curriculum is well designed so that pupils build up their knowledge and skills over time.

p.2

Curriculum and teaching Expected standard

Teaching generally secures strong foundations in reading and mathematics. Leaders rightly continue to prioritise the teaching of spelling, punctuation and grammar. However, some older pupils still make notable mistakes in this important aspect of writing. Phonics is taught with fidelity, and any gaps are closing quickly. A firm emphasis on oracy supports learning across the school. Pupils have frequent opportunities to contribute to discussions, work with peers and think about their use of language before writing. This builds confidence and strengthens communication skills. Recent changes to the writing curriculum are having a positive impact, particularly in key stage 1.

p.2

Curriculum and teaching Expected standard

Staff make appropriate adjustments for pupils with additional barriers to their learning. This helps these pupils to access learning alongside their peers. Leaders and staff provide additional support when needed. Interventions are timely and appropriate.

p.2

Curriculum and teaching Expected standard

Teachers typically demonstrate secure subject knowledge. They check pupils' understanding regularly and use this information to adapt their teaching. Leaders continue to strengthen consistency in teachers' use of assessment and provide targeted professional development to support effective curriculum delivery.

p.2

Inclusion Expected standard

Leaders ensure that pupils’ needs are identified quickly and accurately. This includes pupils who are disadvantaged, have special educational needs and/or disabilities (SEND) or are known to children’s social care. Staff work closely with parents, carers and external professionals to ensure that pupils receive the right support at the right time. These actions generally reduce barriers to learning and wellbeing, enabling pupils to participate fully in school life. Leaders check the impact of this support by reviewing pupils’ progress and making adjustments where necessary.

p.3

Inclusion Expected standard

Leaders use additional funding effectively and monitor its impact to ensure it makes a meaningful difference for pupils. As a result, disadvantaged pupils have the same opportunities to attend clubs and participate in visits as their peers. In addition, pupils who need extra support benefit from specialist tuition. Clear systems and processes are in place and are well-understood by staff. Leaders provide regular training for staff to help them enhance their support for pupils with SEND. Leaders work closely with key professionals to provide additional support for pupils known to children’s social care. This improves these pupils’ attendance, confidence and wellbeing.

p.3

Inclusion Expected standard

Leaders use alternative provision appropriately, with pupils’ best interests at the centre of all decisions. The school’s inclusive approach helps pupils feel safe, valued and part of the school community. As a result, pupils settle quickly and develop a real sense of belonging.

p.3

Leadership and governance Expected standard

Leaders, including those responsible for governance, have a clear and shared vision. Leaders accurately identify the correct priorities for improvement because they have an informed understanding of the school's strengths and areas for development. Leaders and governors provide effective oversight and make decisions that place pupils’ best interests at the centre of their work.

p.3

Leadership and governance Expected standard

Governance, at all levels, is effective. Trustees are fully committed and carry out their roles well. They understand the school’s context and provide a robust level of challenge alongside an equal measure of support. Leaders welcome this challenge and value guidance from the trust and external professionals.

p.3

Leadership and governance Expected standard

Leaders place a firm emphasis on staff wellbeing and workload. As a result, staff feel valued, supported and proud to work at the school. This contributes positively to morale and retention. Leaders and the trust support professional learning and provide clear opportunities for career progression. Newer members of staff, including early career teachers, feel well supported. Professional learning is closely aligned to school improvement priorities and is reviewed regularly to meet emerging needs.

p.3

Leadership and governance Expected standard

Leaders work collaboratively with staff, parents, carers and the local community. Communication is regular and effective. Parents are overwhelmingly positive about the school.

p.3

Personal development and wellbeing Expected standard

The school promotes pupils’ personal development and wellbeing effectively through a clear and well ‑ planned programme. This programme supports pupils’ spiritual, moral, social and cultural development well. The personal, social and health education curriculum plays a central role. It is carefully sequenced so that pupils build up knowledge over time. Leaders design the curriculum with the school’s local context in mind. This makes learning relevant and meaningful for pupils.

p.4

Personal development and wellbeing Expected standard

Pupils develop a secure understanding of key themes in the curriculum. These include online and physical safety, healthy relationships, mental health, puberty and wellbeing. Pupils explain clearly how to keep themselves safe. They know who to speak to if they are worried or need help. Regular safeguarding messages strengthen this understanding and reinforce learning. Pupils use what they learn to make sensible choices. This helps them feel confident and secure.

p.4

Personal development and wellbeing Expected standard

Pupils reflect on their own beliefs and respect the views of others. They explore ideas about right and wrong through regular, age ‑ appropriate discussions. These discussions support thoughtful decision ‑ making. Pupils feel part of a tolerant school community. Daily interactions demonstrate kindness, cooperation and respect. Pupils learn about citizenship through voting for the school council, house captains and playground leadership roles. This helps them understand democracy and freedom of speech. Pupils speak confidently about the school’s core values and fundamental British values. They show respect for diversity and protected characteristics. This contributes to a respectful and inclusive environment.

p.4

Personal development and wellbeing Expected standard

The programme meets the needs of all pupils, including those who are disadvantaged or have special educational needs and/or disabilities. The ‘Tillington Forty', clubs, trips and visitors all broaden pupils’ experiences. Pupils speak very positively about these opportunities. Leaders check participation carefully to ensure there are no barriers to access them. Highly effective pastoral systems support pupils’ emotional wellbeing. Staff guidance helps pupils feel safe and supported. As a result, pupils are well prepared for their next stages and for life in modern Britain.

p.4

Achievement Needs attention

Outcomes in reading at the end of key stage 2 are typically in line with national figures. Pupils read with fluency and confidence. However, in writing, some pupils, particularly older pupils, have sizeable gaps in spelling, punctuation and grammar. Leaders recognise this and have started to put appropriate actions in place to address these weaknesses. Early impact is evident in key stage 1.

p.4

Achievement Needs attention

Leaders have worked hard to ensure pupils make secure progress from their starting points in mathematics. This is having a positive impact on current pupils' knowledge and skills, after some historical variability in published outcomes. Pupils are increasingly confident when applying their mathematical skills and knowledge. Across the wider curriculum, pupils typically make secure progress from their starting points. They recall prior learning well and talk confidently about what they have learned. Pupils with special educational needs and/or disabilities make progress from their starting points, supported by appropriate adaptations and timely interventions by staff.

p.4

Early years Needs attention

In the early years, leaders recognise that the development of writing is a priority. Currently, children do not have enough opportunities to practise and apply early writing skills across the setting. Leaders need to increase children’s access to purposeful and meaningful writing opportunities so that they are prepared more effectively for Year 1.

p.5

Early years Needs attention

Leaders have sequenced the early years curriculum appropriately across Nursery and Reception. They place a great focus on developing children’s vocabulary. Adults generally model language well and introduce new words during play and focused teaching. Staff and child interactions are generally purposeful. The teaching of early reading is now more consistent. Staff provide timely support for children who need help to keep up. In mathematics, children learn to recognise quantities and develop early number understanding.

p.5

Early years Needs attention

Although the early years' environment is warm and welcoming, inconsistent delivery of the curriculum reduces the provision's overall impact. Planned activities do not always focus clearly on learning intentions. As a result, sometimes, children's thinking and curiosity are not stimulated sufficiently. Leaders need to ensure that focused activities regularly allow children to practise and consolidate their skills independently.

p.5

Early years Needs attention

Personal, social and health education is a clear strength. Children build positive relationships and develop secure levels of independence. Leaders and staff work effectively with parents, carers and external professionals.

p.5