|Name||Tickenham Church of England Primary School|
|Address||174 Clevedon Road, Tickenham, Clevedon, BS21 6RG|
|Religious Character||Church of England|
|Number of Pupils||89 (51.7% boys 48.3% girls)|
|Number of Pupils per Teacher||16.8|
|Academy Sponsor||Clevedon Learning Trust|
|Local Authority||North Somerset|
|Percentage Free School Meals||3.4%|
|Percentage English is Not First Language||3.4%|
|Pupils with SEN Support||7.9%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. In January 2015 the school became an academy and joined the Clevedon Learning Trust.
The executive headteacher is the chief executive officer of the trust. The school is led by a head of school. Until September 2017, the head of school role was shared with the early years leader, who is now the assistant headteacher.
The school is smaller than average. Children join the school in the Reception class and this is now taught as a mixed Reception and Year 1 class. The proportion of pupils who have SEN and/or disabilities is lower than average.
The proportion of disadvantaged pupils supported through the pupil premium is also lower than average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school operates a daily breakfast club.
Summary of key findings for parents and pupils
This is a good school Leaders, governors and staff share a fierce pride in the school, which has translated into a passion for continuous improvement. Improvements to the quality of teaching and pupils’ progress are accelerating. Children get off to a very strong start in the Reception class.
All children make exceptional progress under the skilled teaching of the early years leader. Teachers set pupils activities which challenge their thinking. As a result, pupils develop a deep understanding of what helps their learning.
They do their best in all lessons. Pupils who have special educational needs (SEN) and/or disabilities make strong progress. Disadvantaged pupils also make good progress.
Additional funding is used well. Teachers develop pupils’ writing skills across the curriculum. However, pupils are hampered in reaching the higher standards because the breadth and precision in their vocabulary is not fully developed.
Teachers do not emphasise the development of pupils’ spelling and handwriting consistently well. Pupils make rapid progress in reading across the school. They acquire secure skills in phonics and go on to become keen and fluent readers.
Teachers systematically develop pupils’ skills of problem-solving and reasoning in mathematics. However, pupils’ success with calculation is too often limited by a weaker grasp of multiplication tables and number facts. Middle leaders support the accuracy of assessment.
They have identified where teaching needs to improve. The curriculum has been planned to inspire pupils and develop their deep knowledge of the wider world. Teachers promote pupils’ personal development exceptionally well.
Pupils can explain how the school’s values underpin the choices they make in their learning and play. Parents are very appreciative and supportive of the work of the school. The school’s capacity to improve further is strengthened by the challenge, guidance and support they continue to receive through being part of the Clevedon Learning Trust.