Gaskell Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Gaskell Community Primary School is an extremely warm and caring school.

Pupils support each other. They are fully committed to the school's ethos of 'kind hands, kind words, kind hearts and be kind to yourself'. Pupils behave well.

They are polite and well mannered. They move around the school in an orderly way. This results in a calm and purposeful atmosphere for learning.

Pupils feel happy and safe in school. They are aware of whom they can talk to if they have a concern.

The school has high aspirations for its pupils, including those with special educational needs and/or disabilities (SEND).

Pupils strive to meet these expectations. They... have positive attitudes to learning and achieve well.

The school provides pupils with well-considered experiences that broaden their understanding of the world.

Pupils take part in after-school clubs, such as crafts, tag rugby and chess. They benefit from going on a wide variety of trips and residential visits. Pupils are proud of the way that they contribute to the school.

For example, the play leaders support other pupils during breaktimes.

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

Since the last inspection, the school has taken quick and decisive action to review and revise its curriculum. The curriculum clearly identifies the essential knowledge that pupils need to learn from the early years to Year 6.

Teachers have clarity in knowing what to teach and when this should be taught across the range of curriculum subjects. They have strong subject knowledge. This helps them to deliver the curriculum effectively.

Their careful choice of learning activities enables pupils to become more knowledgeable, resilient and confident learners as they move through each year group.

In most subjects, staff regularly check pupils' learning and use the information that they gather to adapt future teaching. However, in a few subjects, the school does not make sure that staff check effectively what pupils know and remember of its curriculum.

In these subjects, teachers do not address the gaps in pupils' knowledge effectively.

Pupils develop a love of reading. The school has ensured that the time pupils spend reading at school is enjoyable and purposeful.

Children begin to learn to read as soon as they start in the Reception Year. Those who have attended the Nursery class are well prepared to start their reading journey. Throughout their time in school, pupils read a wide variety of texts, including fiction, non-fiction and poetry.

Pupils read books that match the sounds they know and have learned. The phonics programme is well organised, and staff who deliver phonics are well trained. However, some pupils who struggle to read do not consistently receive the support they need to catch up.

This hinders their progress to become fluent readers.

Pupils' behaviour in class and around the school is respectful. The school's rewards system motivates pupils to do their best.

Children are taught the importance of good behaviour from the moment they start in the Nursery or Reception classes. They quickly settle and learn to follow routines, develop their independence and become a good friend. Pupils cooperate and play together harmoniously at social times.

Pupils' attendance is a high priority for the school. As a result of the school's highly effective work, pupils' attendance is strong, and rates of persistent absence have declined significantly.

The school works effectively with a range of agencies to identify pupils with SEND.

Leaders provide guidance to staff on how best to support these pupils so that they can access the curriculum successfully. This results in pupils with SEND achieving well.

The school's personal, social, health and economic education curriculum ensures that pupils learn how to keep themselves safe online.

Pupils know how to nurture healthy relationships based on respect and trust. Pupils embrace difference and diversity in society. They challenge any prejudice and discrimination.

Pupils are kind, open-minded and caring.

Staff really appreciate the high-quality support that they receive. This helps them to implement most areas of the curriculum well.

They are proud to work at the school and know that their well-being and workload are considered carefully when decisions are made by leaders. Parents and carers are pleased with the education their children receive.

The governing body has undergone significant changes since the school was last inspected.

It now provides a range of support and holds the school to account effectively. Governors know the work of the school well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teachers do not check what pupils have learned well enough. This means that teachers are not able to identify and address gaps in pupils' knowledge. The school should ensure that teachers check pupils' understanding and remedy any misconceptions so that they build their learning securely over time.

• Some pupils do not keep pace with the phonics programme. The support that they receive does not help them to catch up quickly enough to leave key stage 1 with secure phonics knowledge. The school should ensure that those pupils who find reading difficult receive the support that they need to catch up quickly.

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