Totternhoe Church of England Academy

Totternhoe Church of England Academy

Address: Church Road, Totternhoe, Dunstable, Bedfordshire, LU6 1RE Unique reference number (URN): 145426

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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 Expected standard

Leaders set clear expectations for behaviour. Staff apply these consistently. Pupils understand routines and follow them. Classrooms are calm. Staff deal with disruption quickly. This enables pupils to learn because learning time is maximised. Pupils say behaviour has improved over time. Staff stop any rare incidents of bullying. As a result, most pupils feel safe in school. Serious incidents now happen less often. Staff deal with these appropriately. This includes any form of discrimination. This promotes respect between pupils. Staff adapt their approach for pupils who need extra help. This includes for pupils with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Leaders take action to improve attendance. They work closely with families and provide targeted support. They share attendance in clear ways, including hours missed. This helps parents understand the impact of pupils missing school. Fewer families now request term- time holidays. Leaders' actions help more pupils attend regularly. They monitor attendance closely. They review patterns for individual pupils and different groups, including disadvantaged pupils and pupils with special educational needs and/or disabilities. This ensures that reasons for absence are known. Leaders provide effective support to ensure that attendance, for individuals and overall, improves.

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Inclusion Expected standard

Leaders prioritise inclusion. As a result, pupils’ additional needs are typically met. Staff know pupils well and identify any barriers to learning and/or wellbeing that they may have. They have the expertise to provide appropriate support to help pupils succeed. For example, staff may adjust what pupils learn or how they are taught. Leaders make sure pupils get the right support at the right time. As a result, pupils’ confidence grows. Their knowledge improves. Many pupils with special educational needs and or disabilities, and those with other needs, complete the same or similar work as their peers. A few pupils follow a bespoke curriculum that matches their needs. Staff focus closely on helping them make progress through the curriculum. This is an important priority, as this was not always the case in the past.

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Inclusion Expected standard

Staff meet pupils' social, emotional and mental health needs effectively. Pupils receive any extra help they need to get ready for learning which means they can take part in lessons successfully. Additional funding, such as the pupil premium grant, helps with this, for example, by providing a counselling and appropriate therapies. Barriers to learning and/or wellbeing for disadvantaged pupils are, on the whole, identified accurately.

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Personal development and wellbeing Expected standard

Leaders have developed a well-sequenced personal development programme. It builds pupils' knowledge over time. For example, younger children learn about feelings. Older pupils explain their ideas with reasons. Staff give pupils chances to debate and reflect in lessons. This helps pupils think about and develop their views.

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Needs attention

Leaders provide pastoral care that meets pupils’ needs. Pupils know they can speak to a trusted adult. This supports their wellbeing. Additionally, staff provide targeted support. This helps pupils manage their emotions and helps them take part in learning. This has improved pupils’ behaviour.

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Needs attention

Pupils learn a suitable relationships and health education programme. They understand how to form healthy relationships, such as being a good friend. They also learn key safety issues, such as consent.

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Needs attention

Pupils learn about cyberbullying and the safe use of technology. Staff also help pupils learn how to stay safe in the community for example, how to cross the road safely. Additionally, leaders promote healthy lifestyles through appropriate local initiatives. This encourages participation and supports physical health.

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Needs attention

Pupils value roles such as house captains, ambassadors and chief greeters. They feel an appropriate sense of responsibility. These also help them to understand about and feel a part of the school community. Older pupils support younger pupils during wet play. They organise games at breaktimes. This builds responsibility and develops confidence in social situations.

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Needs attention

Leaders provide a range of wider opportunities. Pupils attend trips, such as to the Houses of Parliament. They take part in residential visits and performances. These experiences extend their knowledge of the wider world.

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Needs attention

Pupils reflect on their values and understand different beliefs. Additionally, pupils learn about fundamental British values, such as understanding about democracy and the law.

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Achievement Needs attention

Pupils generally secure the basic skills they need to be ready for the next stage in education. However, over time, not enough pupils achieve as well as they should in the national tests and assessments at the end of Year 6. This means some pupils do not reach the standards expected for their age or the higher standards that they are capable of. This is because achievement is not high enough in all year groups.

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Achievement Needs attention

Typically, many pupils achieve in line with their peers in phonics and the multiplication tables check. This shows that most pupils, including those with special educational needs and/or disabilities and those who are vulnerable in different ways, secure some of the key knowledge they need in reading and mathematics.

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Achievement Needs attention

Some pupils join the school in different year groups. These pupils have not studied the full school curriculum, at this school. As a result, gaps develop in their knowledge, and this affects how well they achieve over time. Leaders have recognised this and taken steps to address these gaps. However, these actions are new, so have not had time to make an impact on pupils' achievement.

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Curriculum and teaching Needs attention

Across the school, there is variability in the quality of teaching. Where teaching is effective, staff have strong subject knowledge and give clear explanations. As a result, pupils understand their learning and make progress through the curriculum. Where it is less effective, staff subject knowledge is weaker. Additionally, staff do not always provide clear models for pupils to follow. Pupils do not always secure the knowledge they need to complete tasks. Leaders have taken action to improve this. However, this is new, so its impact on pupils’ learning is not fully evident.

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Curriculum and teaching Needs attention

Leaders have ensured that the school has generally well-considered subject curriculums. These set out what pupils learn and when. This helps staff plan and teach lessons in a logical order.

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Curriculum and teaching Needs attention

Phonics is typically taught well. Over time, pupils learn to read confidently and fluently. Reading sessions help them understand more complex texts. They also learn new vocabulary. As a result, pupils, including those with additional needs, learn to read fluently and confidently. In addition, the teaching of writing is generally effective. Teachers help pupils to construct sentences and use appropriate grammar

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Curriculum and teaching Needs attention

Leaders have put in place a new mathematics curriculum. Staff are learning to use this new programme. They are working to ensure that pupils build secure mathematical knowledge. Over time, pupils do this, particularly in their understanding of number. .

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Early years Needs attention

Many staff interact well with children. They develop children's key skills and vocabulary. They do this by modelling what they expect children to say and do. However, this is not consistent. This slows the progress that children make through the curriculum because staff do not develop these key skills consistently well.

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Early years Needs attention

Leaders have recently changed the curriculum. The changes meet children’s needs more effectively. Leaders have chosen a child-led approach. This develops key skills, such as independence. It also helps children engage in tasks for longer periods. These are key skills that children need to be ready for their next stage of learning. This approach is new, so a few children are still developing these skills.

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Early years Needs attention

Staff show a great deal of kindness and care. Typically, children get along well with each other. Children know the routines and follow them. For example, they sit and focus during phonics sessions.

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Early years Needs attention

Staff teach phonics in line with the school’s chosen programme. Over time children learn to use phonics to read words. Additionally, children and adults enjoy sharing books together. Alongside this, children learn to write letters and spell words. They also learn to count, add and take away numbers. Many achieve well. Pupils with special educational needs and/or disabilities have their needs identified quickly. Staff provide appropriate support. For example, pupils with speech, language and communication needs have targeted support to develop these skills.

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Leadership and governance Needs attention

The trust supports the school. It provides intensive support where weaknesses were identified. This includes early years and improvements to the curriculum and teaching. However, many parents and carers lack confidence in the school. This is shown in responses to the Ofsted parent survey. New leaders are working with parents to improve this.

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Leadership and governance Needs attention

Some parents have seen recent improvements. For example, they note better behaviour. Additionally, there is more appropriate support for pupils with special educational needs and/or disabilities and improved provision for those with other vulnerabilities. A small number of parents also recognise that communication has improved.

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Leadership and governance Needs attention

Governors meet their statutory duties for safer recruitment and equality. Governors and the trust recognise that standards are not as they should be and take steps to improve them. They have identified the key priorities for improvement and set out clear actions. They have begun to act on these with urgency. Initially, an interim head led the school. There is now a substantive head, who alongside the trust is leading these improvements and setting a clearer direction for the school. Leaders check the impact of these actions closely and adjust their approach where needed.

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Leadership and governance Needs attention

Staff report that their wellbeing has improved. They also report that their workload has reduced and is more manageable. They recognise that the professional development programme is more focused and effective. For example, leaders now provide ongoing training and regular guidance. This helps staff improve their teaching more quickly. Staff say they feel better supported in their roles.

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

Pupils enjoy learning. They try their best and work hard. They value the school’s Christian ethos, which, alongside the staff, encourages kindness and promotes respect for others. As a result, pupils show care in their daily interactions

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

Over time, most pupils learn what they need for their next stage. However, pupils' achievement varies. Leaders’ recent actions have begun to address this.

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

Usually, pupils attend well. This includes pupils with special educational needs and/or disabilities. Additionally, these pupils typically make progress from their starting points. This is because staff know pupils well. They identify strengths. Staff spot any challenges pupils may face early.

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

Pupils' behaviour has improved a great deal recently. This is because staff use clear, fair rules consistently. Pupils value this and understand the rules. Children in the early years, typically behave well. More recently established routines mean that children know what staff expect. As a result, they settle more quickly to tasks. Bullying is rare. Staff act quickly when it happens. Staff and pupils have positive relationships. New leaders are developing these quickly. As a result, generally pupils feel safe.

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

Pupils enjoy extra responsibilities. Some older pupils act as school ambassadors. They help others and model positive behaviour. As a result, they help to create a positive school environment. In most classes, pupils take on the role of ‘chief greeter’. In this role, they welcome visitors and explain their learning. This builds their confidence and develops their communication and language skills, including their use of subject vocabulary. Carefully chosen activities and visits build skills, such as teamwork. Pupils look forward to these and enjoy them. These activities create lasting memories. Pupils learn about different cultures and religions. Additionally, across the curriculum pupils learn about diversity, including through reading books that are chosen to highlight difference. Pupils also learn about a variety of various religious festivals.

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Next steps

Leaders should ensure that staff have secure subject knowledge and teach the full curriculum well, so that all pupils build knowledge accurately and securely over time. Leaders need to continue their work to ensure that adult interactions in the early years are purposeful and develop children’s knowledge rapidly. Leaders need to ensure that more pupils reach the expected standard by the end of Year 6. They should improve achievement across all year groups, including for pupils who join the school at different times. Leaders need to continue to improve communication with parents and carers so that more parents have secure confidence in the leadership of the school. Leaders and those responsible for governance need to embed their identified priorities fully and ensure that ongoing actions lead to rapid and sustained improvements in standards.

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About this inspection

This school is part of The Diocese of St Albans Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Anna Rogers, and overseen by a board of trustees, chaired by Jenny Jenkins.

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About this inspection

Since the last inspection, the school has a new leadership team.

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About this inspection

The Chair of the board of governors in this school is Deborah Mitchelmore.

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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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Team inspectors:

Helen Jones, Ofsted Inspector Nathan Lowe, His Majesty's 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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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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210

Below average Inspectors spoke with the headteacher, deputy headteacher, teachers, pupils and some parents and carers during the inspection. They also spoke to representatives from the governing body and trust, including the CEO.

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210

The inspectors confirmed the following information about the school: The school does not currently make use of any alternative provision.

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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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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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national average

2024/25 (3 term) 11.7% 13.0% Close to average

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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

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 .

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Urgent improvement

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 .

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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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