THE headteacher of Thomas Adams School in Wem has said he and his staff are proud to have received a ‘Good’ rating from Ofsted recently.

The school was given the ‘Good’ rating across all five inspected areas in its first inspection last month – quality of education, behaviour and attitudes, personal development, leadership and management and Sixth Form provision.

Headteacher Mark Cooper, who was appointed to the role in January 19, thanked his staff for their hard work to achieve the rating and insisted they will achieve Outstanding at their next inspection.

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He said: “I am extremely proud of our pupils, and our dedicated staff and governors, who all helped Ofsted to recognised the strengths of the School, Sixth Form and Boarding House.

“We are very happy with the outcomes and we will continue to work hard to move the school and boarding forwards towards Outstanding.”

Inspectors, who visited the Lowe Hill Road school in September this year, praised the school for its warmth; positive relationships and for its ambitious curriculum.

They said: “Thomas Adams is a warm, friendly and vibrant school.

“This is evident in the positive relationships that exist between staff and pupils.

“The school sets high expectations for what it wants pupils to achieve and works hard to help nurture individual talents and interests.

“Many pupils enjoy coming to school and behave well. In lessons, pupils listen attentively to their teachers and engage purposefully in tasks that are set for them.

“At social times, pupils play together sensibly or chat politely to visitors. Pupils feel safe around school and are confident that teachers will take decisive action to deal with any issues, should they occur. Students who attend the school’s sixth form act as positive role models for those in younger years.”

It added: “The curriculum, across all key stages, is suitably broad and ambitious. The school has carefully considered the order of topics and how pupils develop and connect their knowledge and skills over time.

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“In many areas, leaders have also considered what smaller chunks of knowledge are needed to help pupils understand more complex ideas.

“Together, this all helps pupils to make good progress in their learning.”

The school was also praised for its safeguarding; however, areas for improvement included addressing needs of all pupils when setting tasks and did not always check whether learning was secure before moving on.