Schools & FE · Report card

Trumpington Park Primary School

Inspected 16 Jun 2026 · published 28 Sept 2026 · URN 144770

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Summary

No overall grade in this frameworkSafeguarding met

Caroline Crozier (lead), Ania Vaughan, Julie Winwood, Tim Leah

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Strong standard
Early years verified
Exceptional
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
16 Jun 2026
Inspectors verified
Ania Vaughan, Caroline Crozier, Julie Winwood, Tim Leah
Postcode verified
CB2 9EG
Name on report verified
Trumpington Park Primary School
Safeguarding verified
Met
URN verified
144770

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingStrong
Early yearsExceptional
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

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

+80Very positivemore positive than 65% of reports of this type

In line with other reports of this type.

Praisehigh-qualityrapid progressvery wellconsistentlypositivethriverespectfulexcellent

Criticismgapsconcernsconcerndecliningstruggleabsencebelow

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

Findings1250w+78
Leadership254w+89
Safeguarding51w−11
What needs to improve57w+64

Strengths

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Concerns

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They offer welfare support and creative solutions to reduce pupils' absence rates as soon as attendance becomes a concern. p.2

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: 1,609; about usual (typical 1698)
Reading level: Hard; Flesch 41, typical 43
Average sentence: 15 words
Next steps: 2; typical 3
Hedged sentences: 1%; “some”, “not always”, “most”…

Where the words go

Findings 41%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 47%

Full report text

Trumpington Park Primary School

Address: Hobson Avenue, Trumpington, Trumpington, Cambridge, Cambridgeshire, CB2 9EG Unique reference number (URN): 144770

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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.

p.1

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.

p.1

Early years Exceptional

The early years curriculum is meticulously designed. Leaders are highly knowledgeable, reflective and responsive. They continually review and refine the curriculum, ensuring it identifies essential learning, while flexing to cater for children's interests and needs. For example, a sharp focus on fine motor skills has resulted in all children developing the physical strength needed for successful pencil grip.

p.2

Early years Exceptional

Staff know each child extraordinarily well. They build warm, trusting relationships with children and their families. These enable staff to anticipate needs and deliver individualised high-quality learning opportunities. Often, children join the school with low starting points. Some have language and communication needs. Others require significant personal, emotional and social support. First-rate provision in all areas of learning enables children, including those who face barriers to learning, to grow in confidence, participate fully and become valued members of the school community.

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Early years Exceptional

The environment is impeccably designed to entice children into rich learning experiences. Nothing is left to chance. Every activity purposefully extends children's learning. Staff interactions with children are of the highest quality. Children develop an impressive vocabulary and a deep understanding of what they learn. Children flourish in every aspect of their early years education.

p.2

Early years Exceptional

Staff teach phonics, early writing and mathematics expertly. They identify and close any emerging gaps swiftly. Staff provide precise guidance in a timely, targeted way. Consequently, each year, above-average numbers of children acquire the essential knowledge and skills required for later success. They are exceptionally confident and well prepared for Year 1.

p.2

Attendance and behaviour Strong standard

Leaders know that high attendance equates to better outcomes, wellbeing and sense of belonging. They promote the importance of regular attendance relentlessly. Leaders build close, trusting relationships with pupils and their families. They offer welfare support and creative solutions to reduce pupils' absence rates as soon as attendance becomes a concern. The impact of these actions is significant. Overall attendance is close to the national average and improving steadily. Disadvantaged pupils' attendance is above average. The number of pupils who miss school frequently is well below average and declining.

p.2

Attendance and behaviour Strong standard

Respectful relationships are at the heart of the school's approach to behaviour management. Leaders ensure that staff understand and apply the agreed approach consistently well. Consequently, from the early years to Year 6, pupils are friendly, positive and highly respectful. Staff establish clear routines so that pupils know what is expected of them. Pupils thrive in a calm, predictable environment where they can learn and play happily. Leaders and staff model the behaviour they expect. Older pupils set an excellent example for younger pupils. Pupils who struggle to manage their behaviour receive constructive and sensitive support. On the rare occasions when behaviour does not meet expectations, staff act quickly to address it.

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Curriculum and teaching Strong standard

Leaders have adapted the trust-wide curriculum to meet the needs of their pupils and the context of the school. The curriculum is ambitious for all pupils, regardless of their starting points, and is carefully designed to build pupils' learning gradually across a wide range of subjects. Leaders and staff prioritise the basics in reading, writing and mathematics, as these are the key to successful learning in the wider curriculum. Staff provide targeted support as needed so that pupils with gaps in their knowledge can keep up or catch up with their peers.

p.3

Curriculum and teaching Strong standard

Teachers deliver the curriculum very confidently. They use the school's agreed teaching approaches consistently well. For example, they introduce important vocabulary for each lesson and provide opportunities for pupils to practise and apply it. They revisit previous learning regularly to ensure that it becomes secure. Teachers use careful questioning to inform their decisions about what to teach next.

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Curriculum and teaching Strong standard

All staff understand the barriers to learning that some pupils face. They make adaptations to the curriculum to reduce these barriers skilfully, using a range of strategies. Where these involve close adult support, staff sensitively gauge their input so that it does not limit pupils' development of self-reliance. This enables all pupils to access the same curriculum and become independent learners.

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Inclusion Strong standard

Leaders prioritise early identification of pupils' needs. They build relationships with pupils and their families as soon as they join the school. They use partnerships across the trust and with external agencies to strengthen their inclusive practice. This helps leaders to ensure the provision they offer meets pupils' needs as well as possible.

p.3

Inclusion Strong standard

Staff are extremely well informed about the barriers that pupils face. They use information provided by leaders and the targets set in pupils' individual plans to guide the help they provide. This results in pupils, including those with special educational needs and/or disabilities, making suitable and often rapid progress through the curriculum from their starting points.

p.3

Inclusion Strong standard

Continuous professional development, including internal coaching, trust-wide networking and input from external specialists, ensures that staff develop the proficiency that they need. They use their expertise to adapt the curriculum and deploy a range of strategies very successfully to reduce pupils' barriers to learning.

p.3

Inclusion Strong standard

Leaders ensure that disadvantaged pupils benefit from the additional funding that the school receives for them. For example, extra teaching sessions and adult support enable disadvantaged pupils with gaps in their knowledge to catch up with their peers. A school-run breakfast club helps pupils to make a positive start to each day and increases their attendance rates.

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Leadership and governance Strong standard

Leaders put inclusion at the centre of everything they do. They are determined to provide high-quality education for every pupil so that all have the best possible chance of success. Leaders are proud of the school's many strengths. However, they do not sit still. They are highly reflective and constantly strive for excellence.

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Leadership and governance Strong standard

A rigorous system of quality assurance keeps leaders very well informed about the effectiveness of provision in all areas. Their regular checks on curriculum and teaching, for example, enable leaders to act swiftly to address any developmental needs. They use a supportive coaching model to ensure that all staff are suitably equipped to deliver consistently high-quality lessons.

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Leadership and governance Strong standard

The trust board, academy council and trust leaders share information effectively about the school's work. They play their part in ensuring that statutory responsibilities such as safeguarding and effective use of additional funding are met. They are very knowledgeable about school leaders' progress towards their stated priorities. If needed, they provide challenge so that high standards across all areas are maintained. If something needs further development, leaders at all levels work together so that improvements are swift.

p.4

Leadership and governance Strong standard

Leaders value professional learning immensely. They view it as a driver of improvement and high staff morale. Trust-wide training, networks and subject-specific hubs enable staff to share good practice and develop their expertise. Staff feel well supported and appreciate the consideration leaders give to their workload. Leaders' successful partnerships with the community, other trust and non-trust schools, and parents and carers enhance the quality of pupils' experiences.

p.4

Personal development and wellbeing Strong standard

Leaders have constructed a comprehensive programme for pupils' personal development. They are committed to ensuring that every pupil leaves the school well prepared for their next steps and ready to be an active citizen of the future.

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Personal development and wellbeing Strong standard

The personal, social and health education curriculum covers essential life skills that pupils need to acquire. For example, pupils learn about online safety, mental wellbeing and healthy lifestyles. In relationships and health education, older pupils explore important issues such as consent and healthy relationships. Pupils engage regularly in debates, learning to express their opinions and listen to those of others respectfully.

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Personal development and wellbeing Strong standard

In a richly diverse school, there are many opportunities for pupils to learn about difference. They understand discrimination and know that certain characteristics are protected in law, such as gender and race. Pupils understand and value democracy, tolerance and other fundamental British values. In this respect, they are very well equipped to contribute positively to life in modern Britain.

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Expected standard

Leaders have extended the range of extra-curricular opportunities available to pupils quite significantly. These cater to a wide range of interests and develop pupils' skills, for example in cookery, gardening, coding and yoga. Pupils can take on various leadership roles. These enable them to contribute positively to school life, experience democracy in action, and develop their resilience, responsibility and sense of community.

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Expected standard

There is extensive support available for pupils' welfare. Leaders' highly inclusive approach and early identification of needs mean that they often anticipate the pastoral care pupils may need. They put pre-emptive support in place that enables all pupils to participate fully in school life and benefit from the range of experiences on offer. Leaders track pupils' participation in these. Sometimes, they put on activities to meet individual pupils' needs. This results in significant gains in pupils' confidence, relationships and self-esteem.

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Achievement Expected standard

Pupils enter the school at different times with a range of previous experiences of education, often gained in other countries. Nevertheless, overall, pupils achieve well across the curriculum. Pupils with special educational needs and/or disabilities make suitable, often rapid progress through the curriculum from their starting points. On the whole, pupils produce high-quality work. Any gaps in pupils' basic reading, writing and mathematical knowledge are addressed swiftly. Pupils' recall of their learning in wider curriculum subjects such as history and science is generally secure.

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Achievement Expected standard

Children in Reception achieve exceptionally well across all areas of learning. In the Year 1 phonics screening check, attainment is consistently above the national average. In national tests at the end of Year 6, attainment is either close to or above national averages. Disadvantaged pupils attain in line with their disadvantaged peers nationally. Highly effective teaching and inclusive provision are driving an upwards trend in pupils' achievement overall.

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