Gildredge House

Highlights from Latest Inspection

What is it like to attend this school?

Pupils strive to uphold the school's core values of ASPIRE (Ambition, Support, Perseverance, Integrity, Reflection and Empathy). Pupils treat each other with courtesy and respect, understanding the importance of inclusivity.

Pupils feel safe and well cared for. They trust caring adults to help them if they need it. Vibrant classrooms are calm and orderly, meaning pupils learn well.

Pupils typically enjoy learning because staff celebrate pupils' efforts and achievements. A clear sense of purpose is palpable in all that pupils and staff do.

The school has been through some rapid changes recently and pupils recognise that expectations of them have increased.
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Clear and consistent routines ensure that pupils behave in a kind way. Older pupils are role models for younger children in the school. Pupils attend school well because they value what the school offers them.

Many pupils engage with the exciting clubs on offer, such as recording their own podcasts for the school ASPIRE radio station.

Parents and carers, staff and pupils speak positively about the sense of community and belonging that the school exudes. One parent, representing the views of many said, 'My child feels valued and understood, which has made a huge difference in their confidence and development.'



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

The school has made a number of important changes to its curriculum. In most subjects, complex concepts have been carefully broken down into smaller parts. This helps pupils make links from one lesson to the next.

Where parts of the curriculum are still new, the school's approaches to check that pupils are learning all that they can is not precise enough.

The school has taken thoughtful action to increase the number of pupils who choose to study the full suite of English Baccalaureate subjects, including modern foreign languages. The school has increased staff expertise in the primary phase to better prepare pupils with essential language skills needed for success in the secondary phase.

The school has high expectations of teachers knowing and supporting pupils well. It sets out the precise strategies that pupils with special educational need and/or disabilities need to help them learn. Most teachers use these strategies effectively to adapt learning.

Typically, teachers use strong subject knowledge and teaching expertise to address gaps in pupils' understanding. This is not the case in every classroom. This does mean some pupils do not learn as well as they could.

The school recognises this. Staff are enthusiastic about the weekly 'Teaching Masterclasses' and training that they receive to meet the needs of pupils.

Before children join in Reception, staff work with parents and nursery schools to understand children's interests and needs.

Staff creatively design a curriculum that helps nurture children's curiosity and fosters their love of learning. Children are industrious when they play, working together to problem solve and take turns. Children in Reception learn to read well because staff use their expertise to teach early reading skills with clarity and precision.

A love of reading continues through the school. During tutor times, pupils read exciting, high-quality books from a wide range of authors. Those who need additional help to read, receive effective support.

However, in some lessons teaching approaches to develop pupils' writing skills are not as successful as intended. They do not always provide pupils with precise support. This is because teachers have not adapted the learning to address pupils' gaps in learning accurately enough.

There is variability in how well some pupils can apply writing skills in their work.

The school is tenacious in improving pupils' attendance at school. Staff work closely with families and professionals to help pupils to overcome attendance barriers.

The school has established a positive behaviour culture. Pupils value doing the right thing. When needed, staff take a creative approach to re-engage pupils positively with education.

The school uses a range of suitable alternative providers of education, such as mechanic courses to enrich pupils' educational experiences.

Pupils learn to be 'Ready, Respectful and Safe' through a well-developed personal development provision. Pupils of all ages know how to take care of their health and well-being.

They have an age-appropriate understanding of relationships and online safety. Pupils speak very highly of the well-developed careers education they receive. External speakers from colleges and employers inspire pupils to make aspirational plans for the future.

Leaders are taking effective action to address school improvement priorities. Trustees hold leaders to account, ensuring that the school uses resources effectively. Some aspects of the schools' work are quite new.

The school has not fully refined the approaches that they can use to precisely evaluate the impact of their work on pupils' learning and development. The school has made it a priority to address this. Staff enjoy the professional collaborative culture that leaders have instilled in the school.

They see themselves as one big team. As a result, they have the necessary knowledge and skills to support pupils towards the best possible outcomes.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's approaches to check on how well pupils learn are not yet fully developed and embedded. This means that pupils do not consistently benefit from all the school has to offer. The school should continue to refine its assessment and assurance approaches to check how well pupils learn and enable staff to evaluate the schools' curriculum and wider provision.

• At times, learning is not suitably adapted in response to gaps in pupils' knowledge and skills. This means some pupils do not learn as well as they should. Leaders should ensure that all staff have the expertise and training that they need to design learning that meets the needs of pupils, enabling pupils to achieve all that they are capable of.

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