Gayton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

There is a real sense of community at Gayton Church of England Primary School.

As one parent typically stated: 'It feels like one big family.' There is a sense of belonging. Many opportunities are sought for everyone to support one another.

For example, raising money for a charity when one of their community falls ill. The members of the local 'Ever Green' group share their life experiences from long ago.

Central to the school are the values of 'friendship, respect, love, trust, forgiveness and peace'.

Pupils respond positively to the school's values and they behave well. Everyone in the school cares for one another. Staff provide for pupils' well-be...ing.

This extends to the wider family. The school wants everyone to be 'happy and healthy on the inside'.

Pupils relish the opportunities to take responsibility.

They enjoy their roles as school councillors, eco-councillors and values ambassadors. 'Little buddies' make lasting friendships. The older pupils talk with pride and establish connections with the 'little ones' they mentor.

The school explores opportunities for their pupils to learn more about themselves. Residential trips provide pupils with confidence to make new friends and try things they never thought possible. The 'Junior Dukes' awards encourage pupils to become active citizens.

There are opportunities to play in a samba band, the piano and brass instruments.

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

Pupils enjoy reading. They start to learn to read as soon as they join in the early years.

The phonics programme clearly builds pupils' knowledge over time. Regular checks keep a close eye on pupils' progress. The school quickly identifies when pupils fall behind.

Pupils receive the support necessary to enable them to catch up. Books match the needs of pupils. Parents receive relevant information to enable them to support their child to read at home.

Beyond phonics, the curriculum for reading is well structured. Pupils enjoy the wide range of books the school provides for them. Books support learning across the curriculum.

They enable pupils to learn about role models and significant people in history. The well-stocked library is a calm space in which pupils may take pleasure from reading their book.

There is an ambitious and well-structured curriculum.

Teachers' subject knowledge is strong. Skilful questioning helps guide pupils' understanding. The curriculum's key drivers of oracy and developing a broad understanding of the world weave throughout each subject.

However, in a few subjects there are inconsistencies in the implementation of the curriculum. Key knowledge is not always made explicit enough. Pupils are not always clear about what they are learning.

Where knowledge is specific, such as in mathematics and history, pupils demonstrate a robust understanding of the subject. In a few subjects, systems to check what pupils know and remember are not consistent. Adaptations are not always made to future learning to address any gaps in pupils' knowledge.

There is an excited buzz within the early years foundation stage (EYFS). This is because it is a well-organised and stimulating environment. Well-planned activities enable children to guide their own learning.

The 'chatty Café' creates opportunities for children to talk to each other. Books provide a stimulus for role play. Children experiment with their own learning and explore what is possible.

Children enjoy their learning in the early years.

The school is highly ambitious for pupils with special educational needs and/or disabilities (SEND). Clear individual learning plans identify these pupils' needs.

Staff make adaptations which support their learning and developmental needs.

The school has high expectations of pupils' behaviour. Pupils and staff say behaviour is good.

Pupils genuinely care about each other. Relationships between pupils and staff are strong. Pupils say bullying is not tolerated.

The many awards pupils receive, such as mathematician and VIP awards, encourage pupils to have positive attitudes towards school.

Pupils understand the importance of equality and diversity. This enables them to become responsible citizens.

Pupils learn about each other's differences. Pupils are encouraged to share the challenges they face in life. This enables pupils to be respectful and understand what it is like to 'walk in their shoes'.

Central to the school's work is ensuring that pupils understand the meaning of spirituality. Pupils learn to ask big questions of themselves, nature and science. Pupils learn how to keep themselves safe when working online and in the community, such as when around open water.

Everyone in the school feels cared for, including the staff. Staff are proud to work there. Governors have a clear understanding of their roles and responsibilities.

The school knows itself well and understands clearly what will improve the school further.

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, there are inconsistencies in the implementation of the curriculum.

Key knowledge is not always made explicit enough. Pupils are not always clear about what they are learning. The school should ensure that all staff have clarity about the focus for learning in all lessons and that the curriculum is implemented effectively to build knowledge over time.

• In a few subjects, systems to check what pupils know and remember are not consistent. Adaptations are not always made to future learning to address any gaps in pupils' knowledge. Leaders should ensure that checks on pupils' retention of knowledge consistently assist teachers in identifying clear next steps for pupils, and they should adapt future learning opportunities to address any gaps in learning.