Gilberdyke Primary School

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About Gilberdyke Primary School


Name Gilberdyke Primary School
Inspections
Ofsted Inspections
Mrs Melissa Shirley
Address Scalby Lane, Gilberdyke, Brough, HU15 2SS
Phone Number 01430440668
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 214
Local Authority East Riding of Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Gilberdyke Primary School is a rapidly improving school. It is a happy and welcoming place.

Leaders and teachers know their pupils well. Pupils have positive and respectful relationships with their teachers.

Pupils speak with pride about their school and the roles they have.

Democratically elected school councillors share the views of their peers with leaders. They feel that they are listened to and make a difference. Leaders and pupils work together to ensure that bullying is not tolerated.

Pupils work as anti-bullying ambassadors. They have been trained to spot the signs of bullying and are vigilant of this. As a result, bullying is rare and when i...t happens, it is resolved swiftly.

Pupils feel safe in school. They know their teachers will give them the help and support they need, when they need it. Teachers' high expectations of behaviour mean that there is very little disruption in classes.

Pupils' attitudes to learning are positive. One pupil said: 'We are all respectful. We are proud, active learners.'



Despite pupils' positive attitudes to their work, they struggle to remember what they have learned in some subjects, such as science. This is because leaders have not clearly sequenced the subject knowledge that they want pupils to learn in all subjects.

Leaders give pupils daily opportunities to discuss topical issues and share their concerns.

Pupils sit together in 'restorative circles' to discuss and resolve disputes between them. All pupils speak of the importance of compromise.

What does the school do well and what does it need to do better?

Leaders have created a vision for an ambitious curriculum that motivates and excites pupils.

The mathematics curriculum is a strength of the school. The knowledge and skills that pupils need to know are carefully sequenced and organised. This ensures that pupils' knowledge grows over time.

Children in the Nursery and Reception classes are well supported to develop their understanding of number. Adults are skilled in questioning pupils to develop their mathematical language and thinking. As a result, pupils quickly develop confidence in mathematics.

In other curriculum areas, such as science and history, the curriculum is less clearly sequenced. While pupils speak with enthusiasm about the experiments they carry out, their scientific knowledge is not secure. The order in which leaders teach their science and history curriculum is not helping pupils to remember what they have learned.

The content that leaders want pupils to learn is not explicit enough and pupils' learning in history is not revisited regularly.

Leaders have ensured that reading remains a high priority for younger pupils. Children in Nursery and Reception start learning phonics as soon as they start school.

Adults read a range of stories and poems to them to develop their communication skills. Incentives, such as golden acorns, reward younger pupils with prizes if they read often enough. However, older pupils say that teachers do not check their reading regularly.

They say that they would like more inviting places to enjoy a book in the classroom.

Leaders ensure that all staff have received the necessary phonics training. Teachers' phonics knowledge is strong.

Teachers deliver leaders' chosen phonics programme with consistency and accuracy. However, the assessment of pupils' phonics knowledge is not sharp enough. This means that the books that pupils are given to practise their reading do not match the sounds that they know with enough accuracy.

Staff know the needs of pupils well. Leaders identify pupils with special educational needs and/or disabilities quickly. They give them the support they need to keep up with their learning.

Teachers provide extra help and resources so that they can access the curriculum with their peers.

Leaders have prioritised pupils' personal development. Pupils have an age-appropriate understanding of what makes a healthy relationship.

Fundamental British values are promoted well through planned assemblies and discussions during class circles. Pupils visit the places of worship of different religious groups. There is a culture of inclusion.

One pupil said: 'We are very welcoming in this school. We respect each other.' Pupils speak positively of the range of extra-curricular activities that are on offer.

A selection of sporting clubs promote the importance of health and well-being.

Leaders at all levels have high aspirations for what pupils will achieve. The trust works closely with leaders to provide the training and support they need.

Staff feel that the opportunities they receive are valuable. Leaders are mindful of staff workload and well-being. Staff morale is high because of the support they receive from the leadership team.

Recent changes to governance have strengthened the trust's work with the school. Leaders at all levels consult with parents on school improvement matters. Leaders have well-considered plans in place to develop this further.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide regular safeguarding training and updates for all staff. Staff are confident in identifying pupils who may need help.

They report their concerns quickly. Staff know that safeguarding is everyone's responsibility.

All staff are aware of the issues, such as county lines, that affect their community.

They are vigilant to these.

Leaders work together to monitor pupils' attendance. Regular checks are made on absent pupils to check that they are safe.

Leaders work with outside agencies, such as the police community support officer and the National Society for the Prevention of Cruelty to Children (NSPCC), to promote online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? Phonics assessments are not used sharply enough to accurately match the books pupils read to the sounds that they already know. As a result, pupils are not practising the sounds they have learned.

The texts are too challenging. Leaders need to ensure that assessments of pupils' phonics knowledge are accurate and timely so that the books pupils read are well matched to the sounds they know, and they help them to improve their reading. ? In some subjects, such as science and history, the curriculum is not sequenced well enough.

The content that leaders want pupils to learn is not clearly identified. This does not help pupils to build their knowledge over time. Leaders need to ensure that the curriculum, in all subjects, is sequenced, with content clearly identified, so that pupils have the essential knowledge they need before moving on.


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