Gatton (VA) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to Gatton (VA) Primary School. Staff and pupils celebrate and embody the Muslim ethos which is central to the life of the school. Pupils are well mannered and respectful towards each other.

They demonstrate impeccable behaviour in lessons and around the school. Bullying is very rare. Pupils know how to raise concerns should they happen.

This helps to ensure that pupils feel safe and are kept safe at school.

Pupils benefit from an extensive wider offer of activities and opportunities. For example, all pupils have weekly swimming lessons in the school's on-site pool.

Pupils develop their talents through a range of clubs on offer such... as cricket, cooking and enterprise. Pupils readily share their poetry, music or comedy at the termly showcase, as well as performing their final pieces from music lessons. Pupils contribute to their school and wider community through the school newspaper, as members of the school council or as 'senior pupils'.

All staff have high expectations of pupils, which they consistently strive to meet. Leaders are quick to celebrate pupils' achievements and there is a culture where mistakes are recognised as a natural part of learning. This means that pupils develop resilience, enjoy learning and work hard to achieve their goals.

As a result, pupils achieve highly across the curriculum, including in national assessments.

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

Pupils follow a rich and deep curriculum that matches, and in places exceeds, what is expected nationally. For example, pupils learn Arabic from the time they start school, and all pupils learn ballet in their Reception Year.

In each subject, and area of learning in early years, leaders have broken down and sequenced what pupils need to learn. The curriculum builds sequentially helping pupils to know and remember more. For example, in art, children in early years learn to mix colours and print using rollers.

Older pupils build on this foundation when refining shading techniques or explaining the different styles of Renoir and Mercer. Likewise, in science, pupils use increasingly complex vocabulary, such as vertebrates and omnivores, to classify different animals. By Year 6, pupils dissect animal hearts and describe in depth how each part works.

Staff subject knowledge is very strong. New ideas are explained clearly and with precision. Assessment is used well to check pupils' understanding.

Teachers are quick to address any errors or misconceptions so that they do not hinder future learning. This helps pupils to build an extensive body of knowledge across the curriculum and means that pupils are very well prepared for their next phase of learning.

Children in early years show sustained levels of concentration, are motivated in their learning, and collaborate and share well.

The curriculum is designed to give children opportunities to develop communication and language. Adults interact with children to listen, ask open-ended questions and repeat language purposefully. This means that children are able to follow these models in their own speech with others.

For example, children role play a recent trip to the aquarium by inviting teachers to take a ticket, look at the sea life and eat something at the café.

Reading is a top priority at the school. This begins in early years where children enjoy reading and being read to.

For example, children talk with confidence about the 'The Gruffalo', coming up with different endings to the text. Pupils begin learning phonics as soon as they start their Reception Year. Teachers are carefully trained to address misconceptions so that gaps are quickly closed.

As a result, pupils are confident and fluent readers who actively choose to read for enjoyment.

Pupils with special education needs and/or disabilities (SEND) are carefully identified. Specific support is provided to ensure that the curriculum is adjusted where needed.

Training is provided to staff to support them to adapt lessons when required so that pupils are able to access the curriculum. Pupils with SEND are fully included in the life of the school.

Behaviour is exceptional.

All staff have clear expectations that are consistently applied, ensuring pupils are ready to learn. This starts in early years where adults have created a safe and stimulating environment in which children learn to work with others, take turns and share equipment. Across the school, lessons are calm and orderly and learning is very rarely disrupted.

Pupils attend school regularly and on time, so they benefit from all the school has to offer.

The programme for pupils' personal development is excellent. The 'Gatton Golden Guide' sets out how the school drivers of community, healthy lives, environment and spirituality are taught across the school.

For example, pupils learn about the impact of plastic waste on marine life. Similarly, members of the 'Eco-team' were inspired to begin a 'refill shop' where pupils are able to recycle and reuse daily items on site. Pupils commit to a series of self-initiated fundraising projects in their local community and further afield.

This work supports a range of charities, including raising money for a nearby hospital.

Leaders, and those responsible for governance, fulfil their statutory duties well. They have a secure understanding of the school's many strengths and are continually ambitious to develop the school further.

Staff feel well supported by leaders. They value the many opportunities they have to develop professionally.

Safeguarding

The arrangements for safeguarding are effective.