Glebelands Primary Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. From low starting points on entry to the school, pupils in Year 6 have achieved well to reach broadly average standards in reading and mathematics.

Progress across other years at Key Stages 1 and 2 is good. Children in the Early Years Foundation Stage make good progress in language and communication, in personal, social and emotional development and in their physical development. The quality of teaching is good and teachers plan their lessons well.

Pupils' good behaviour and positive attitudes to learning make a good contribution to their progress. Pupils feel safe in school. The school does a great deal to support pupils who need partic...ular help with their social and emotional development and works very closely with their families.

The headteacher, senior leaders and managers have been highly focused in improving the quality of teaching and raising pupils' achievement. As a result, the school has made good improvement since the previous inspection. The governing body is knowledgeable about the school.

Its members challenge leaders and make a good contribution to school development. It is not yet an outstanding school because : The attainment of children in writing is low at end of the Reception Year, and the school does not have a clear system in the Early Years Foundation Stage for regularly tracking their progress. Pupils reach higher standards in reading and mathematics by the end of Year 6 than in writing.

Just occasionally, teachers do not make sure that all pupils have work that challenges them throughout the lesson, including the most-able pupils. They do not always push pupils to give detailed spoken answers, or to put into practice the advice given in marking.

Information about this school

This is a larger than average-sized primary school and numbers have increased since the previous inspection.

A significant number of pupils join the school during Key Stages 1 and 2. The proportion of disabled pupils and those who have special educational needs supported at school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is average.

Most pupils are from White British backgrounds. The proportion of pupils of minority ethnic heritage is below average and only a few pupils speak English as an additional language. The proportion of pupils for whom the school receives the pupil premium is broadly average.

(This is additional funding for pupils known to be eligible for free school meals and those who are looked after by the local authority.) The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress. The Early Years Foundation Stage leader left at the end of the last academic year and the school has new leadership arrangements in place to cover this role.