Gedney Church End Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders do not have high enough expectations of pupils. Some pupils regularly disrupt the learning of others. In lessons, some pupils do not listen to each other or to staff.

They persist in talking when staff are talking. Pupils do not feel respected by others. Some do not demonstrate respect.

Many pupils say that they do not always feel safe due to the poor behaviour of others. Some pupils fear that other pupils may hurt them. Physical and verbal incidents against pupils and staff are frequent.

Pupils say that there is bullying, and it is not always dealt with quickly. Some pupils are afraid to share any concerns they have, as they fear the consequences fro...m other pupils.

Some pupils say that they like school because they can see their friends.

However, there are limited opportunities for pupils to develop their talents and interests.

Although leaders want pupils to achieve well, they have not fulfilled this ambition for all pupils. Some pupils with special educational needs and/or disabilities (SEND) do not have their needs met well enough.

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

Leaders, including those from the trust, have not resolved the weaknesses in the school effectively. They have not ensured that pupils with SEND benefit from a high-quality education. They have not ensured that all pupils behave well or that all pupils feel safe in school.

Leaders do not always reliably address and meet the needs of all pupils with SEND. Too many pupils with SEND do not receive the support they need to help them attend school regularly, behave well or learn effectively. Teachers do not always adapt their lessons or provide pupils with SEND with the support they need to learn well.

Leaders have reviewed the provision for these pupils on several occasions but have not acted swiftly, or effectively, to improve matters.

Leaders have ensured that the curriculum matches the scope of the national curriculum. They have prioritised the teaching of English and mathematics.

However, some subjects, including art and design, physical education and religious education, are not taught consistently well. Pupils have gaps in their knowledge. They do not achieve as well as they could.

Leaders do not check the effectiveness of teaching and learning in some subjects. They do not know how well the intended curriculum is being delivered. In some lessons, some teachers check what pupils know and understand.

This is not consistent in all lessons. Pupils can discuss what they are learning during the lesson. However, many cannot remember any of their previous learning.

The teaching of reading starts as soon as children begin school. All staff receive training to teach the phonics programme. Teachers regularly check what sounds pupils know.

Some pupils struggle to read with any fluency. Daily support is in place to help these pupils catch up. Pupils read books that match the phonics knowledge they have.

Teachers promote a love of reading. They read to pupils most days. Pupils enjoy listening to stories and can vote for their favourite book.

Many disadvantaged pupils and pupils with SEND have poor attendance. Leaders are not doing enough to ensure that these pupils attend regularly. These pupils do not achieve as well as they could because they do not attend school often enough.

Some pupils who struggle to manage their own behaviour do not receive effective support. Some pupils are repeatedly suspended from school. Others have their timetables reduced significantly over long periods of time.

These actions do not support pupils to achieve well, behave well or to improve their attendance.

The personal development of pupils is something that leaders are keen to improve further. Leaders invite visitors into school to raise pupils' aspirations.

For example, recently, a rapper worked with pupils to help them compose their own rap. There are lunch clubs where pupils can learn to sing or play the recorder.

Pupils do not have a good enough understanding of different faiths, cultures, diversity or British values.

This is because there is not enough time given to teach these aspects of the curriculum. Pupils are not as well prepared as they should be for life in modern Britain.

Leaders have not demonstrated the capacity to make the required improvements in a timely manner.

Actions taken have been too slow to address the significant weaknesses identified. Staff feel the pressure of so many ongoing changes. This has increased their workload and has a negative impact on their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have focused on improving their safeguarding arrangements. Leaders ensure that they identify any pupils who may be at risk of harm.

Leaders are mindful of the contextual safeguarding risks in the community. Staff receive safeguarding training to keep them updated. All staff report any concerns that they may have quickly.

Leaders act quickly to ensure that pupils and their families receive the support they need. They know when to get advice from external agencies.

Pupils know how to keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils with SEND do not always benefit from a good quality of education. Their needs are not always met well enough. Some interventions are not having the intended impact.

Leaders should ensure that they meet the needs of all pupils with SEND swiftly so that these pupils achieve as well as they could. ? Leaders have not made sure that all pupils behave well. The behaviour of some pupils regularly disrupts the learning of others.

Too many pupils say that there are times when they do not feel safe in school. Leaders should take appropriate action to ensure that pupils behave well so that all pupils feel safe in school and lessons are not disrupted. ? For some pupils, knowledge of British values, diversity and different faiths and cultures is limited.

They are not as prepared as they should be for life in modern Britain. Leaders should ensure that pupils have the experiences and necessary knowledge and understanding to prepare them well for their next steps and life in modern Britain. ? The number of pupils who are regularly absent from school has remained high for some time.

This includes many disadvantaged pupils and pupils with SEND. As a result of their poor attendance, these pupils do not achieve as well as they could. Leaders should ensure that they prioritise actions to improve the attendance of these pupils.