Ghyllgrove Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school because they know that teachers are going to help them to be smarter.

The positive professional relationships that pupils have with adults help them to feel safe.

Staff encourage pupils to work hard. Pupils are proud when their efforts are praised.

They love to celebrate each other's achievements in weekly celebration assemblies. The school encourages pupils to do their best using rewards such as a class bowling outing. The school is ambitious for all pupils, including those in the early years and pupils with special educational needs and/or disabilities (SEND).

Overall, pupils achieve well. Pupils with SEND, including t...hose in the specially resourced provision for pupils with SEND, are fully integrated into school life.

Pupils are polite and considerate of others.

Lessons are calm. Staff have high expectations of pupils' behaviour.

Pupils enjoy opportunities to learn outside of the classroom, such as trips to Colchester Castle or a walk to the local library.

Pupils can also attend a range of clubs to extend their interests and talents. Having these opportunities helps pupils broaden their horizons, which they value.

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

There have been significant improvements at the school in recent years.

The school has reviewed the curriculum and has implemented a broad, ambitious and balanced curriculum that starts in the early years.

In most subjects, the knowledge and vocabulary that pupils should have has been identified clearly. In these subjects, the knowledge has been set out so that it builds on what pupils already know.

Teachers provide regular opportunities for pupils to revisit important knowledge and skills. This helps pupils to remember and use this knowledge easily. However, this is not the case in a small number of subjects.

In these subjects, teachers are less confident in teaching new knowledge and vocabulary. Pupils do not build as effectively on what they already know. In these subjects, pupils have some gaps in their learning and do not always achieve as well as they should.

The school prioritises teaching pupils to read. Children in the early years learn phonics quickly. Pupils build on this foundation in Year 1.

Pupils read books that help them to apply their learning of letters and sounds to their reading. Teachers frequently check how well pupils are learning to read. This means they can quickly identify any pupils who need to catch up and put effective extra support in place quickly.

Teachers read to pupils regularly. Teachers model how to read with expression. This helps pupils to develop a love for reading and become fluent and confident readers.

Pupils with SEND access the same curriculum as their peers, which teachers adapt carefully to meet their needs. Some pupils have additional help that meets their learning needs well. Pupils in the specially resourced provision for those with SEND benefit from effective provision.

As a result of effective teaching and suitable adaptations, pupils with SEND make strong progress through the curriculum in most subjects.

Pupils, including children in the early years, are respectful and friendly. There are clear routines in place.

Adults model the behaviour that they expect. In most cases, pupils focus on their learning and listen to their teachers. Pupils' learning is rarely disturbed by others' behaviour.

On the rare occasions when disruption does happen, teachers address it quickly and follow the school's behaviour policy consistently.

The school has explored the reasons why some pupils are absent too often. It has developed stronger, supportive relationships with families and works with them to help overcome barriers to regular attendance.

As a result, pupils' attendance is improving quickly.

The school's provision for pupils' personal development is a strength. Staff care for pupils well.

The school's personal, social, health and economic curriculum focuses on well-being, being safe and living in the wider world. Pupils learn about healthy relationships, staying safe online and why they should understand and respect difference. Opportunities, such as joining the school council, help pupils to take part in democratic processes and consider the views of others.

The governing body offers effective challenge and support to school leaders. Governors have the expertise needed to help improve the school. Governors take account of staff well-being, including that of school leaders.

Staff enjoy working at the school and feel well supported. School leaders are considerate of staff workload when making any changes.

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 small number of subjects, the recently implemented curriculum does not identify clearly the vocabulary and knowledge that pupils should learn over time. As a result, teaching is not sharply focused on ensuring pupils secure new learning or build effectively on what they have learned before. The school should ensure that the curriculum, and how it is taught, enables pupils to secure new learning so that they achieve well across the full range of subjects.