The Tynings Primary School

The Tynings Primary School

Address: Eastleigh Close, Staple Hill, South Gloucestershire, BS16 4SG Unique reference number (URN): 149950

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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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Achievement Expected standard

Most pupils learn the intended curriculum well. They are proud of their work, which is generally good quality. Pupils show growing knowledge across subjects, while some variation remains in the quality and presentation of handwriting.

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Achievement Expected standard

In the phonics screening check, pupils achieve in line with national averages. Reading books are closely matched to pupils’ phonics levels, helping them learn, practise and apply new sounds successfully.

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Achievement Expected standard

In the Year 4 multiplication check, pupils achieve in line with national averages.

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Achievement Expected standard

Most key stage 2 outcomes are broadly in line with national averages. Where this is not the case, pupils' progress from their starting points is appropriate. Leaders are taking action to ensure continual improvements. This is having a positive impact.

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Achievement Expected standard

Leaders have sharpened their checking of pupils' progress. They hold regular reviews that help staff to spot where pupils struggle, making sure they get the support they need.

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Attendance and behaviour Expected standard

Leaders monitor attendance closely. They use tracking systems and work with families and outside agencies to address attendance barriers. These actions have brought ongoing improvements, especially for disadvantaged pupils and pupils with special educational needs and/or disabilities. Although attendance remains too low for a small number of pupils, leaders are taking appropriate and persistent action to improve attendance and ensure that pupils benefit fully from their education.

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Attendance and behaviour Expected standard

Leaders have established clear behaviour systems that reflect the school's inclusive culture. They combine high expectations with emotional support. This creates an environment where pupils feel valued, safe and supported. Relationships between staff and pupils are positive. Pupils treat one another with respect. Clear routines help classrooms remain calm, purposeful and focused on learning. During social times, pupils enjoy the large outdoor areas. Well-organised play zones offer many chances for positive play and social interaction.

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Attendance and behaviour Expected standard

Leaders frequently review behaviour data. They use it to make careful adjustments that help meet pupils' needs. They work closely with parents to plan support. As a result, pupils receive the help they need and learn how to manage their behaviour successfully. Leaders use suspension appropriately, in the best interests of the pupils and only as a last resort.

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Curriculum and teaching Expected standard

Leaders have taken effective action to improve the quality of education. Pupils enjoy a broad and balanced curriculum. Improved approaches to the teaching of reading, writing and mathematics are leading to greater consistency in the quality of teaching. Leaders ensure that staff receive appropriate training to develop their skills. As a result, pupils are better supported to achieve well. The accuracy and precision of this support is developing. Teachers adapt learning for pupils with special educational needs and/or disabilities and those with other barriers. This helps most pupils access the curriculum and make progress.

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Curriculum and teaching Expected standard

The teaching of early reading is effective. This helps pupils build secure early reading skills. Older pupils focus on improving reading fluency and comprehension. They do this with well- planned lessons and high-quality texts.

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Curriculum and teaching Expected standard

Teachers provide dedicated lessons in spelling, grammar and handwriting. Typically, these approaches help pupils become more fluent, accurate writers. Opportunities to develop these skills across the curriculum are improving.

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Curriculum and teaching Expected standard

Leaders have crafted the wider curriculum to help pupils build knowledge of key concepts over time. Teachers use clear plans that break learning into small steps. This helps pupils build on what they already know and connect different subjects.

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Early years Expected standard

Children get off to a positive start in the early years. The introduction of the Nursery Year class has strengthened transition into Reception Year and helps children settle confidently into school life.

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Early years Expected standard

Leaders have created warm and nurturing environments. Staff know children well. This helps children develop positive attitudes towards learning.

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Early years Expected standard

Children enjoy a wide range of indoor and outdoor learning opportunities. They are generally engaged in their learning. Leaders have established effective approaches to early reading. These approaches help children successfully begin their journey on the school's phonics scheme. Children enjoy stories, develop a rich vocabulary and make good progress in writing from early mark-making to writing simple sentences.

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Early years Expected standard

Staff use assessment information well to plan opportunities that develop their skills across the 7 areas of learning. While adults encourage children to access these opportunities, this is not always done with enough precision to maximise learning or extend children's language and communication skills.

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Early years Expected standard

Children with special educational needs and/or disabilities receive personalised, effective support to participate alongside their peers and engage in learning.

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Early years Expected standard

Children develop increasing independence as they learn to manage routines and make choices for themselves. As a result, they are well prepared for the next stage of their education.

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Inclusion Expected standard

Leaders have established effective systems to identify pupils with special educational needs and/or disabilities (SEND) or those with other barriers. They provide appropriate support for these pupils. Staff work with parents, valuing their views and involving them in decisions about their child's provision. Partnerships with specialist agencies ensure that pupils get specialist support when needed.

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Inclusion Expected standard

Leaders use funding effectively to reduce barriers to learning. Their deep understanding of pupils helps them focus support where it matters most, for example for improving attendance and boosting pupils' emotional wellbeing.

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Inclusion Expected standard

Support for vulnerable pupils is a particular strength. Leaders foster an inclusive culture where all pupils feel valued and part of the school community. As a result, the most vulnerable pupils build positive relationships with adults. This helps them develop a sense of belonging.

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Inclusion Expected standard

Teachers adapt learning effectively to meet pupils' needs in lessons. They provide well- planned support when pupils have not fully grasped concepts, helping pupils to catch up. Skilled staff provide tailored support for pupils with more complex needs.

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Inclusion Expected standard

Leaders regularly review support for pupils with SEND. However, their monitoring could be more precise. Better tracking of pupils' progress would help leaders measure impact accurately and quickly adjust support where needed.

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Leadership and governance Expected standard

Leaders at every level, including those in the trust, understand the school's context. They recognise its improvement journey and unique identity. This enables them to make informed decisions that support the school's continued development. Leaders' school improvement priorities are grounded in evidence. They reflect an accurate evaluation of the school's strengths and areas of development.

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Leadership and governance Expected standard

Parents are positive about the school. They typically report that their children are safe, happy and well supported. This confidence has remained despite significant organisational changes.

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Leadership and governance Expected standard

Senior leaders provide robust and determined leadership, taking decisive action to improve the key areas of the school's work. These changes focus on the right things and show leaders' dedication to achieving the best results for pupils. The positive effects are clear in examples including the better phonics outcomes and the steady rise in attendance.

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Leadership and governance Expected standard

Trust leaders have played an important role in supporting this work. They have helped to establish greater stability and strengthened expectations while providing valuable professional development opportunities for staff.

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Leadership and governance Expected standard

Staff wellbeing has remained a central feature of the school's development journey. Leaders at all levels, including those within the trust, prioritise the wellbeing of staff. This commitment is evident in the highly supportive and collaborative culture that runs through the school.

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Leadership and governance Expected standard

Robust reporting and accountability systems ensure that both the local governing body and trust board maintain effective oversight of school performance, improvement priorities and statutory responsibilities.

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Personal development and wellbeing Expected standard

Leaders place a clear emphasis on pupils’ personal development and wellbeing. They built their vision on the phrases 'deliberate botheredness', 'modelling marvelousness' and 'unleashing greatness'. This has created a culture where pupils feel valued and supported, especially those who are more vulnerable.

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Personal development and wellbeing Expected standard

Leaders have a deep understanding of pupils and their families. They understand the challenges that some pupils face and provide effective support when needed. Staff identify concerns quickly and put the right support in place. As a result, pupils feel safe and confident to speak to trusted adults when they need help. From the early years onwards, pupils learn how to recognise and manage their emotions.

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Personal development and wellbeing Expected standard

The personal development curriculum is carefully planned and sequenced. Pupils learn about healthy relationships, personal safety, wellbeing and how their bodies change as they grow older. They develop a secure understanding of online safety and know how to protect themselves from risks such as cyberbullying.

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Personal development and wellbeing Expected standard

Leaders actively promote respect, equality and inclusion. Pupils understand the importance of treating others fairly and can explain why discrimination is wrong. Through carefully chosen texts and curriculum experiences, pupils learn about different cultures, faiths and beliefs, helping them develop an understanding of life in modern Britain.

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Personal development and wellbeing Expected standard

The school uses creative approaches to promote positive character traits. The 'Tynings Pixies', such as 'Trixie the Kindness Pixie', help pupils learn about values. They focus on kindness, empathy and respect in memorable ways.

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Personal development and wellbeing Expected standard

Pupils benefit from many enrichment opportunities, including clubs such as cricket and photography. They can also attend residential camps and go on seaside visits. Leaders work proactively to remove barriers to participation and ensure that all pupils can access these experiences.

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

The Tynings Primary School provides a welcoming and inclusive environment where the vision of ‘Learning through Beauty and Excellence’ encourages pupils to see the beauty in the world and strive to be and do their best. Leaders have created a culture of belonging, ensuring that pupils feel valued, respected and cared for. Adults build positive relationships with pupils, know them well as individuals and provide effective support for their emotional wellbeing. Pupils feel safe, confident and secure within the school community. They know that trusted adults will help them if needed.

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

The school provides a rich and memorable childhood experience. Leaders make excellent use of the extensive outdoor environment to encourage exploration, curiosity and adventure. Pupils enjoy opportunities such as mud kitchen play and tree climbing, which help them develop confidence while taking safe, measured risks. Pupils engage positively in learning. Teachers deliver increasingly consistent lessons that build knowledge and skills over time. Staff create calm and purposeful classrooms where pupils focus on their learning and work hard. Leaders continue to strengthen the quality of education, and pupils benefit from a broad curriculum that helps them understand the world around them and their place within it. Staff identify pupils’ needs effectively and make thoughtful adaptations that enable pupils with special educational needs and/or disabilities (SEND) to achieve success.

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

Staff place a high value on the arts and encourage all pupils to take part in music, art and performance opportunities. Pupils produce work of a high quality and celebrate their achievements through displays around the school. The school promotes pupils’ interests and talents through opportunities such as drumming lessons and sports clubs.

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

Leaders maintain high expectations for attendance and behaviour. Attendance continues to improve, including for disadvantaged pupils and those with SEND. Pupils behave well. Bullying occurs rarely, and leaders address any concerns promptly and effectively.

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Next steps

Leaders should ensure that the curriculum is consistently taught well across all subjects and key stages so that all pupils develop detailed knowledge and skills across the curriculum, leading to improved outcomes. Leaders should ensure a more rigorous approach to the tracking and monitoring of pupils with special educational needs and/or disabilities and those who face other barriers to ensure that barriers to success are swiftly and effectively reduced. Leaders should further develop the expertise of staff in order to ensure that interactions through the day are of a consistently high quality and maximise learning opportunities for pupils. Leaders should continue to tackle attendance issues so that high attendance can be secured for more pupils, especially those who are persistently absent.

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About this inspection

This school is part of Leaf 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), Ross Newman, and overseen by a board of trustees, chaired by Margaret Simmons- Bird OBE.

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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 CEO, the headteacher, the deputy headteacher, the special educational needs coordinator, trust leaders, the chair of the board of trustees and members

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Team inspectors:

Richard Lucas, Ofsted Inspector Emma Mignaud, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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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420

of the local governing board during the inspection.

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420

The inspectors confirmed the following information about the school:

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420

There are breakfast and after-school clubs managed by the school.

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420

There is a Nursery Year class led and managed by the school.

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420

The school does not currently use alternative provisions.

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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 6 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 needs support 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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average

2023/24 (final) 61% 61% Close to average

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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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national average

2023/24 (final) 71% 74% Close to average

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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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average

2024/25 (final) 71% 72% Close to average

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average

2023/24 (final) 76% 72% Close to average

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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

2024/25 (final) 78% 74% Close to average

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average

2023/24 (final) 75% 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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average

2023/24 (final) 44% 46% Close to average

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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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average

2024/25 (final) 53% 63% Close to average

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average

2023/24 (final) 56% 62% Close to average

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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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average

2023/24 (final) 67% 58% Close to average

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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

2024/25 (final) 60% 61% Close to average

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average

2023/24 (final) 61% 59% Close to average

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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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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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national average

2024/25 (3 term) 5.1% 5.2% Close to average

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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) 13.1% 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.

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Urgent improvement

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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