Georgetown C.P. School

Highlights from Latest Inspection

Georgetown Community Primary School is a happy school, where staff, governors, parents and pupils all work together to create a safe and stimulating environment for learning.

Pupils' well-being is at the heart of the school's work. Leaders have been very successful in improving the indoor and outdoor spaces to support pupils' emotional and social needs, as well as their physical skills, which are very good. This has been particularly important following the pandemic.

Through exciting learning activities, staff often engage and inspire pupils to develop their skills, knowledge and understanding well. Teachers make good use of the local area to help pupils to learn about their heritage, to think about issues that affect thei...r community and to prepare them for the world of work. Most pupils make strong progress in listening, speaking and numeracy, including those who are vulnerable and have additional learning needs.

From a young age, they become chatty, independent learners who collaborate well and take care of each other. By the time they leave Year 6, nearly all pupils have outstanding digital skills that support their learning across the curriculum. Their writing, however, is underdeveloped.

The headteacher and her deputy provide strong leadership for the school. They work together effectively, providing support and guidance to staff and parents through a time of great change and challenge in schools. There is a strong culture of trust within the school community.

Parents know that leaders and governors make decisions in the best interests of their children. The current leadership team is fairly new but it has identified most of the important areas of the school's work that it needs to improve. This includes how teachers and pupils use assessment effectively to move learning forward.

In general, the school's improvement processes do not focus precisely enough on identifying what impact its actions have had on pupils' progress and skills' development. Recommendations R1 Ensure that self-evaluation processes identify the aspects of teaching and learning most in need of development, and focus precisely on the difference actions make to pupils' progress and skills R2 Improve older pupils' standards of writing R3 Improve teachers' understanding of effective classroom assessment, including feedback, so that they can evaluate pupils' progress, and identify how best to support their next steps in learning What happens next The school will draw up an action plan to address the recommendations from the inspection. Estyn will invite the school to prepare a case study on its work in relation to how it has developed the indoor and outdoor environment to improve pupils' well-being and learning, for dissemination on Estyn's website.