Garboldisham Church of England Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this supportive school. They are extremely proud to be part of their small caring community. There is a highly inclusive ethos.

Everyone is supported to be involved in all aspects of school life. Pupils relish the many opportunities to develop their leadership skills and take on roles of responsibility, such as house captain, librarian or school council member. Younger pupils aspire to these because older pupils act as excellent role models.

Pupils know they can make a positive difference to their school and enjoy debating the different ways they can do so.

Pupils celebrate their differences and achievements. They firmly believe that everyone... should be welcomed and treated equally.

This permeates the school as pupils support one another and constantly show each other mutual respect.

Everyone remembers the school rules. Pupils conduct and attitudes are exemplary.

Pupils take pride in their work and want to achieve their best. Pupils love the sports activities and 'fun things' they do that broadens their experiences, as well as complementing their learning. All pupils benefit from high-quality music lessons and learn to play the guitar and trumpet well.

Pupils feel thoroughly supported and prepared for their next stage in life.

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

Since joining the trust, leaders have reviewed the school curriculum extensively. They prioritised early reading and mathematics, which are taught exceptionally well.

Leaders are ambitious for all pupils. They want pupils to love learning and make connections across subjects through a range of carefully considered themes.

In all subjects, leaders have identified the key knowledge they intend children to learn and by when.

Pupils have frequent opportunities to recap their learning to check that their knowledge is secure, so they remember more and achieve well. They find the 'memory lane' a helpful prompt. In subjects that have not yet been implemented for a full year, pupils often remember the activity rather than key knowledge.

This means pupils miss essential knowledge and need to spend time revisiting learning before they can confidently integrate it into new learning.

The school has access to a range of specialist professionals that help them identify pupils' needs early on. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) have their needs met well.

Teachers regularly check pupils learning and make appropriate adaptations to teaching. This ensures that pupils that need extra support are given the help they need to keep up.

Reading is a strength in the school.

It is high priority from the moment children start Reception. Staff are well trained. They teach phonics with precision and consistency.

Staff are quick to identify the sounds pupils find difficult. They make sure pupils practise these, so that they become fluent readers. Pupils develop great pleasure in reading.

They read stories, poems and extracts from a wide range of different genres, which broadens pupils' knowledge and expands their vocabulary. Pupils delight in attending the lunchtime reading club and talk in detail about the social and cultural issues in the books they have read.

Children in Reception get off to an excellent start.

They access a wide range of learning experiences that help their all-round development. Adults harness children's interests and use these to provide a context for them to practise what they have been taught. This quickly helps children learn and remember more.

Children are supported exceptionally well to develop their language skills and vocabulary. Adults expertly help children develop resilience and perseverance. Children are helped to develop stamina and proficiency in their physical development as they take part in morning exercise.

Children apply their phonics knowledge to practise writing with confidence. All staff are highly ambitious for children, they are excellent role models. In turn, children develop positive attitudes to learning and cooperate well with each other.

Children are well prepared for the next stage in the school's curriculum.

The way leaders support pupils' personal development is exceptional. Pupils are kind, caring and know right from wrong.

They support charities and contribute to life in the community. As part of the Beacon Federation, pupils have an extensive range of high-quality experiences that broaden their horizons. Pupils interests and talents are extended through after-school club, visits, sports and performing arts activities.

Pupils feel confident they are well prepared for secondary school.

Leaders' ambition for all pupils and staff permeates the school. Staff speak highly of the extensive professional development opportunities that advance their subject expertise.

Trust leaders make informed strategic decisions in the best interests of pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In recently reviewed areas of the curriculum, pupils have not learned enough of the content to understand the new learning.

There are instances where pupils remember the activity rather than the essential knowledge intended. This means that pupils do not have all the knowledge they need to integrate into larger ideas as they progress through the curriculum. In these areas, leaders should continue to review the approaches used to teach key knowledge and check pupils learning is secure, so that they can confidently incorporate new knowledge into wider learning across the curriculum.