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Gledhow Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils are happy and safe in school. They enjoy learning through a rich and interesting curriculum based on the school's vision of 'Be Adventurous'. Staff know pupils well and listen to them.
Pupils say that all adults in school would help them if they needed support. Staff have high expectations, and pupils respond to these.
Pupils behave well based on the school's values of 'be ambitious, be responsible and be resilient'.
They play well together at playtimes. Older pupils support younger pupils through the scho...ol's pupil buddy system.
Pupils enjoy a range of experiences through the curriculum.
They visit places linked to their learning and play musical instruments. Pupils enjoy special events and visitors who come to the school, such as the space dome that is linked to learning in science. All pupils are offered the chance to walk the Three Peaks Challenge.
They build up to this through a series of fitness challenges. Pupils are also active members of the local community, taking part in visits to care homes and working with people in the community who help the school with afternoon tea events.
The school ensures that pupils are prepared for life in modern Britain.
Pupils learn about respect, equality and diversity to support their understanding of difference. Pupils talk knowledgeably about other beliefs, cultures and religions.
What does the school do well and what does it need to do better?
The school has developed a bespoke curriculum.
Leaders regularly check the impact that the curriculum is having on pupils' learning.
Staff are ambitious for pupils and want them to achieve the highest levels. Opportunities for language development and critical thinking are woven throughout curriculum subjects.
For example, in history, pupils debated whether it was ethical to use animals in war. Pupils are given opportunities to revisit previous learning. They build on the knowledge that they already have.
Pupils work hard. Behaviour in lessons is calm, and pupils are attentive. However, there are gaps in pupils' fluency and accuracy in handwriting and presentation.
As a result, pupils do not always present their written work at the highest standards.
Teachers are skilled at giving feedback in lessons. Pupils are given time to respond to teachers' feedback.
Pupils' understanding of what they are learning increases as a result. Teachers adapt lessons and resources for pupils with special educational needs and/or disabilities (SEND) well. Almost all pupils with SEND access learning alongside their peers.
They become independent quickly. Pupils with SEND achieve well due to the support they are given.
In the early years, high-quality interactions with staff take place while children are playing.
Questions and discussions check children's understanding of what they are learning. The activities, indoors and outside, focus on developing communication and language skills. Children are able to practise what they learn in the more formal sessions, including writing letters, words and numbers.
The school introduced a new way of teaching reading this year. This is showing positive results. Staff have been trained to deliver reading lessons consistently and effectively.
Any gaps in pupils' phonics knowledge are quickly identified and addressed. This increases the reading fluency of those who may have fallen behind. Younger pupils read books that match the sounds they are learning.
The school ensures pupils can choose from a wide range of quality and diverse texts.
The school is working hard to increase attendance. Some pupils miss school too often or are taken on extended holidays in term time.
This has an impact on their learning. Leaders follow their absence procedures consistently and have recently appointed an attendance officer to ensure that absence is followed up quickly. Where families need help and support, this is provided.
Pupils are well prepared for life in modern Britain. Pupils take on roles of responsibility in school. They become school councillors and mentors for younger pupils.
The school's pastoral team supports pupils. They teach pupils how to gain confidence and resilience. Pupils talk knowledgeably about how to stay mentally and physically healthy.
They learn how to manage money and stay safe online.
Many members of the governing body have joined the school recently. They have a range of skills and experience that allows them to challenge and support the school well.
Leaders, including the governing body, take staff well-being and workload into account. Staff are happy to work in this school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some pupils do not attend school regularly enough. This impacts their learning. The school and parents and carers should work together to ensure that all stakeholders are striving to improve attendance.
• There are gaps in pupils' fluency and accuracy. As a result, pupils are not as proficient in their writing as they could be. The school needs a consistent approach to ensure pupils develop their writing fluency and accuracy.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in September 2019.
