Gaddesby Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud of their school.

They develop very positive attitudes to their learning. They are inquisitive and want to know more. They value the range of opportunities the school offers, including many sporting and musical experiences.

Pupils cherish memorable activities, such as trips and visits. They recall with affection the staff who care for them. Staff nurture pupils to become confident, resilient and independent individuals.

Pupils feel safe. They each know five trusted adults they have chosen for themselves to whom they can turn if they have any worries.

Pupils conduct themselves excellently.

They are well mannered and re...spectful. Older pupils look out for, and look after, younger pupils. They relish these, and other, leadership opportunities.

Pupils' attitudes and conduct are outstanding. The school's remarkably high behavioural expectations are met consistently.

The school lives out its values of 'positivity, respect, aspirations, curiosity, teamwork, resourceful, creativity and resilience'.

Pupils proudly embrace these values.

Parents and carers are delighted by the school's care and provision. One parent, echoing the views of many, stated: 'A wonderful school with lovely support and network for parents.

I am beyond happy with our chosen school for our daughter. She comes home smiling and excited to tell me about her day.'

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

The school lives up to its motto: 'A place to thrive!' Leaders lead with determination and ensure that all pupils gain from high expectations and good-quality provision.

Pupils are successful in many different ways. Their achievements are celebrated across the school.

The school has developed an ambitious curriculum that clearly sets out what leaders want all pupils to learn and when.

Subject curriculums are well thought through in the way that they build pupils' learning in stepped ways. In mathematics, for example, pupils deepen their understanding of mathematical concepts. They learn to reason and apply their mathematical knowledge over time.

In physical education (PE), pupils learn to build their knowledge and skills across a range of sports. For example, they learn ball control in basketball, netball and rugby.

Teachers are knowledgeable.

They check pupils' understanding in lessons. The school checks pupils' long-term learning in English and mathematics. However, the school has not fully developed an effective way to check pupils' embedded learning in some other subjects.

On occasions, some activities do not fully support pupils' learning. These activities can distract from the learning itself.

The school successfully enables pupils with special educational needs and/or disabilities (SEND) to access the same curriculum as their peers.

Staff are skilled in adapting teaching to enable these pupils to learn very well. For example, staff provide additional resources, break down tasks and provide highly effective adult support. Pupils with SEND achieve very well, like their peers.

The school prioritises reading. Staff consistently deliver the school's phonics programme. They carefully match books to the sounds that pupils are learning.

Pupils learn to read fluently and with comprehension. Those who require it receive the necessary support to help them read with confidence. The school nurtures a love of reading.

Older pupils take pride in managing the library. They speak knowledgably about their favourite books and authors.

Children get off to a great start in the early years.

Staff establish routines quickly. Conversations with adults are meaningful. Children enjoy times to play and learn.

They enthusiastically engage in daily yoga sessions. Leaders successfully nurture children's literacy and numeracy. Staff support children's personal, social and emotional development well.

Children learn very well.

The school supports pupils' personal development very well. Pupils have varied opportunities to be involved in the community.

The school's personal, social, health and economic (PSHE) education curriculum supports pupils' personal development well. Pupils learn how to be healthy. For example, they learn about the importance of diet and exercise.

They learn about healthy friendships and relationships. Older pupils receive age-appropriate relationships and sex education. Pupils learn about risk and how to keep themselves safe, including when in the community and when online.

The school successfully develops pupils' character to be cooperative and to reflect carefully on their own attitudes and behaviours. However, while promoting respect for difference, the school has not fully embedded its approach to building pupils' understanding of equality and diversity, and some aspects of British values, such as democracy.

Overwhelmingly, staff love working at the school.

They are proud of the pupils and what the school offers. Staff are valued. They appreciate leaders' support with their workload and well-being.

Leaders, including those with responsibility for governance, know the school well. Leadership is founded on clear values and principles. The trust supports and challenges leaders appropriately.

Leaders successfully build on the school's many strengths.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, staff focus more on classroom activities, rather than on the intended learning.

As a result, pupils do not always learn as well as they could. The school needs to ensure that staff consistently make appropriate pedagogical choices that enable pupils to know, understand and do more over time. ? The school has not fully embedded its approach to summative assessment in all subjects.

As a result, staff do not know with confidence what pupils know and remember over time in some subjects. The school should ensure that effective summative assessment is in place for foundation subjects, so that staff know what pupils have learned and what they need to learn next. ? Pupils gain from a well-structured approach to PSHE.

However, some aspects are not as effectively learned as others. As a result, pupils do not gain as deep an appreciation of equality and diversity, and some aspects of fundamental British values, as they should. The school must ensure that pupils are fully prepared for life in modern Britain.

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