Gleadless Primary School


Name Gleadless Primary School
Website http://www.gleadlessschool.co.uk/
Ofsted Inspection Rating Good
Inspection Date 12 October 2016
Address Hollinsend Road, Sheffield, South Yorkshire, S12 2EJ
Phone Number 01142399705
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 454 (51% boys 49% girls)
Number of Pupils per Teacher 26.1
Percentage Free School Meals 17.6%
Percentage English is Not First Language 3.6%

Information about this school

The school meets requirements on the publication of specified information on its website. This is a larger than average-sized primary school. The majority of pupils are White British. A lower than average proportion of pupils speak English as an additional language. An average proportion of pupils are disadvantaged and are supported through the pupil premium funding. The proportion of pupils who have special educational needs or disabilities is above average. Children enter the school in Nursery on a part-time basis and move into Reception on a full-time basis. The school is organised with two classes per year group. The school works across two sites. During the inspection, Year 6 were on a residential trip and not in school. The school is a local authority school. It is federated with another local school, Ofsted_Logo_Black_RGBArbourthorne Community Primary School. The two schools are led by an executive headteacher and each school has its own head of school. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. Ofsted_Logo_Black_RGB

Summary of key findings for parents and pupils

This is a good school All groups of pupils make good progress from their starting points in reading, writing and mathematics. This includes disadvantaged pupils and those who have special educational needs and/or disabilities. Pupils are now reaching the expected standard for their age in the key subjects. A small proportion are moving beyond this expectation. However, in reading, more needs to be done to support pupils’ understanding of inference to ensure a bigger proportion attain the higher levels. Teaching is good. Teachers meet pupils’ needs closely by checking their understanding and learning and using the information to plan activities. They are also quick to address misconceptions. In a small minority of classes, however, the feedback offered following the checks made is not as precise and helpful as it is in all the other classes. Pupils have positive attitudes to learning. This is because activities are challenging and engaging and pupils value their lessons. They take pride in their work and in their school. Pupils’ conduct around school is good and there are well-established routines which they understand. They are also well cared for. Pupils’ attendance is below average but improving. The proportion of pupils who go on holiday during term time is reducing as well. Leaders have worked effectively to make the improvements identified at the last inspection. This includes significant improvements to teaching, and, therefore, to pupils’ outcomes. Middle leaders are not yet as strong in this area. Governors have a strong understanding of the school’s strengths and areas for development. Because of this they can challenge leaders, which ensures that there are high expectations of all leaders and staff in school. The early years provision is good. Children arrive with lower than average starting points and make good progress during their time in the phase. This is due to regular opportunities to develop important skills, including their use of speech, and a large proportion of pupils reach a good level of development by the end of Reception. Parents largely have a positive view of the school, although the school does not always communicate with them when concerns reported by parents have been addressed. Ofsted_Logo_Black_RGB Full report