Gaskell Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Everyone is made to feel welcome at Gaskell Community Primary School.

Pupils, including children in the early years, enjoy coming to school. Pupils told inspectors that the staff in the school are caring and always willing to help. Pupils feel safe in school.

Leaders have high expectations for pupils' behaviour. Pupils across the school, including children in the early years, behave well. This means that pupils can get on with their learning without disruption.

Pupils learn that everyone should be treated with respect, regardless of their differences. If bullying does happen, staff deal with it effectively.

Pupils make a positive contribution to thei...r local community.

For example, pupils raise money for local charities. Pupils enjoy their visits to museums and galleries. Pupils understand how to stay healthy.

They are proud to represent their school at events, such as sports competitions.

Leaders expect pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. That said, pupils, including children in the early years, do not achieve as well as they should in some subjects other than English and mathematics.

This is because leaders and teachers are not sufficiently clear about what pupils should learn and when this content should be taught in these subjects.

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

Leaders have constructed a broad and balanced curriculum across the school. They have carefully considered the knowledge that pupils need to learn in English and mathematics, and the order in which this needs to be taught.

Teachers deliver these curriculums well. Consequently, pupils, and children in the early years, progress well in these subjects.

Curriculum subjects, other than English and mathematics, are at different stages of development.

Some curriculum leaders are new to their roles. These leaders have not had the training and support that they need to lead their subjects effectively. While leaders have a broad overview of the key themes that will be taught throughout the year, they have not identified what pupils should learn.

This is also true in the early years. This makes it difficult for teachers to design learning that builds on what pupils already know. As a result, they do not achieve as well as they should.

Teachers routinely check on what pupils know and remember from their previous lessons. This helps teachers to identify where pupils, including those with SEND, need more support.

Leaders have prioritised the teaching of early reading.

Leaders have ensured that staff have the training and support that they need to deliver the phonics and early reading programme well. Children in the Reception Year readily learn the sounds that letters represent. Pupils read books that match the sounds that they know.

Pupils, including children in the early years, who struggle to learn to read, benefit from the support that they receive. Pupils across the school develop a love of reading. Older pupils read often.

Pupils, including children in the early years, behave well. They are polite and respectful. Children in the early years quickly learn the school's rules and routines.

For example, they are keen to lend a hand at tidy-up time. The school is calm and orderly. This means that pupils can get on with learning without distractions.

Pupils' rates of overall absence and persistent absence remain stubbornly high. Too many pupils, including pupils with SEND, do not attend school often enough. This impacts on how well they learn.

Leaders ensure that all pupils benefit from carefully selected opportunities to enhance their wider development. Pupils learn the importance of keeping fit and eating healthy foods. Older pupils learn about the changes their body and emotions will go through as they grow up.

Leaders ensure that there are effective systems in place to identify SEND early. However, some staff have not received sufficient training to adapt their teaching approaches for pupils with SEND. This means that pupils with SEND do not always access the same curriculum as their peers.

The governing body is relatively new and inexperienced. They ensure that they carry out their legal duties. However, governors do not hold leaders sufficiently to account for the quality of education that pupils receive.

Leaders and governors are considerate of staff's workload when making decisions. They take positive steps to support staff's well-being. Staff value leaders' approachability and the support that they provide.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff know how to keep pupils safe. Staff are vigilant to signs that pupils may be at risk of harm.

Leaders work well with other professionals and external organisations. This helps pupils and their families to access the support and help that they need.

Pupils learn how to keep themselves safe.

Leaders ensure that the curriculum provides opportunities for pupils to understand risks and learn to keep themselves safe. Pupils learn how to protect themselves from harm when working and playing online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, beyond English and mathematics, leaders have not identified the knowledge that pupils will learn and when this will be taught.

This prevents teachers from helping pupils to build on what they already know. Leaders should ensure that there is greater clarity, from the early years to Year 6, about what children and pupils will learn across different subjects. ? Teachers have not received sufficient training on how to adapt their delivery of the curriculum for pupils with SEND.

This means that some pupils with SEND struggle to access the same curriculum as their peers. Leaders should ensure that teachers adapt their pedagogical approaches to meet the needs of pupils with SEND. ? Persistent absence and overall absence rates are high.

Too many pupils, including some with SEND, do not attend school often enough. This limits how well these pupils learn. Leaders should take action to reduce levels of absence for all pupils, including those with SEND.

• Governors do not hold leaders sufficiently to account for the quality of education. This limits their impact on school improvement. Governors should ensure that they access appropriate training and support to enable them to carry out their duties effectively.

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