Thomas Jolyffe Primary School

Thomas Jolyffe Primary School is a larger-than-average primary with a newly opened specialist resourced provision for pupils with autism. The school is performing at the expected standard in early years and personal development and wellbeing, but requires attention in achievement, attendance and behaviour, curriculum and teaching, inclusion, and leadership and governance. Safeguarding standards are met. While children get off to a good start in the early years and pupils benefit from a broad personal development offer, too many pupils leave Year 6 without the knowledge and skills they need for secondary school, particularly in writing and mathematics. Disadvantaged pupils and those with special educational needs and/or disabilities are not consistently well supported, and attendance remains below national averages. Leaders have started to make improvements, but many actions are at an early stage and their impact is variable. Governors have the skills to support and challenge leaders but lack secure understanding of some aspects, such as the use of additional funding. Parents have mixed views, with some concerned about behaviour and SEND provision.

Strengths

• Children in the early years make a positive start to their education, with a strong focus on communication and language.
• Staff interact well with children to develop vocabulary and address gaps in understanding quickly.
• The school provides a broad personal development offer that equips pupils with knowledge and skills for life.
• Pupils learn to respect differences and develop a secure understanding of life in modern Britain.
• Leaders prioritise pupils' wellbeing and provide effective support, including counselling and nurture provision.
• Pupils learn how to keep themselves safe online and in the community.
• A range of enrichment opportunities is available, including for pupils with SEND and those in the specialist resource provision.
• Pupils are encouraged to take responsibility and develop leadership skills through roles such as school councillors and play leaders.
• Pupils' achievement in phonics and reading is stronger, with most pupils reading with age-appropriate fluency by the end of Year 6.
• Pupils in the specialist resourced provision make secure progress from their starting points.
• Leaders have made improvements to inclusion, behaviour management, and the teaching of phonics over the past two years.
• Governors have the knowledge and skills to support and challenge leaders effectively.
• Staff generally feel supported with workload and wellbeing and benefit from training.

Areas for Improvement

• Pupils' attainment at the end of Year 6 has been below national averages in writing and mathematics, with disadvantaged pupils particularly underachieving.
• Current pupils have gaps in mathematical knowledge and skills that leaders are not closing quickly enough.
• Some pupils with SEND are not making the progress they should because teaching does not consistently match their needs.
• Too many pupils leave school without the knowledge and skills needed for secondary school.
• Attendance has been below national averages for three years, and too many disadvantaged pupils are persistently absent.
• Leaders' actions to improve attendance have not resulted in sustained improvements.
• Some pupils find it difficult to sustain concentration because teaching does not always meet their needs.
• A small number of pupils disrupt the learning of others, and staff lack a shared understanding of how to manage behaviour.
• Improvements to the curriculum and teaching are at an early stage and impact is variable across subjects and year groups.
• Teachers do not use assessment effectively to adapt teaching to meet different pupils' needs.
• Teachers do not routinely check what pupils have understood before moving on, leading to gaps in learning.
• Leaders do not check closely enough that agreed strategies for pupils with SEND are implemented consistently.
• Additional funding is not used with enough precision to provide timely and targeted support for disadvantaged pupils.
• Leaders do not have sufficient oversight of alternative provision, including checking quality and gathering progress information.
• Leaders have been slow to identify and address underlying reasons for weaknesses in achievement.
• Checks made by leaders sometimes lack precision and rigour, limiting the impact of their actions.
• Governors do not have a secure understanding of the use and impact of additional funding for disadvantaged pupils.
• Some staff report inconsistent support for managing pupils' behaviour.
• Parents have mixed views, with some concerned about behaviour and SEND provision.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Thomas Jolyffe Primary School attended 93.2% of sessions (the national figure for primary schools was 94.8%). 16.9% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 2.0% of pupils at Thomas Jolyffe Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Thomas Jolyffe Primary School had 17.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 12.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 10.6% of pupils at Thomas Jolyffe Primary School were on SEN support (nationally 15.4%) and 5.3% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Thomas Jolyffe Primary School received £8,257 and spent £7,776 for each of its 322 pupils. It ended the year with a deficit of £92,000 (-£287 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Stratford-Upon-Avon · Warwickshire local authority: places and applications

What is Thomas Jolyffe Primary School's Ofsted rating?

The latest Ofsted rating for Thomas Jolyffe Primary School is Needs attention, from an inspection in September 2026.

When was Thomas Jolyffe Primary School last inspected by Ofsted?

Thomas Jolyffe Primary School was last inspected in September 2026.

How many pupils does Thomas Jolyffe Primary School have?

Thomas Jolyffe Primary School has 322 pupils on roll.

What age range does Thomas Jolyffe Primary School cover?

Thomas Jolyffe Primary School for pupils aged 4 to 11.

What are Thomas Jolyffe Primary School's SATs (KS2) results?

In 2025, 38% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Thomas Jolyffe Primary School?

Thomas Jolyffe Primary School is at Clopton Road, Stratford-upon-Avon, Warwickshire, CV37 6TE.