Glen Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Glen Park Primary School love to learn.

The school's motto, 'Success for all, through learning together', is turned into reality throughout the school. Pupils have a thirst for knowledge and are ambitious for themselves. They work hard in lessons and take pride in their work.

From Reception onwards, children learn how to overcome difficulties. Consequently, pupils develop resilience and motivation for learning.

Pupils consistently meet the high expectations that adults have of them.

All pupils, including those with special educational needs and/or disabilities (SEND), have their needs met particularly well. Pupils know and follow the school... routines well. Bullying is rare.

Pupils know that if it were to happen, adults would deal with it quickly.

Pupils understand the importance of fairness and mutual respect. As a result, they learn in a calm and productive environment.

The way that staff nurture pupils' well-being is a strength of the school. Pupils talk openly about how they look after their own mental health. They are proud of their contribution to initiatives such as the well-being garden, in which they support one another to be happy and ready to learn.

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

Leaders at all levels are inspirational. Their focus on ensuring that every pupil receives the highest quality of education is relentless. Leaders are not complacent.

They continually evaluate and adapt the curriculum to ensure it fully meets the needs of pupils, including those with SEND. As a result, pupils learn exceptionally well.

Leaders have created a highly ambitious curriculum.

The curriculum ensures that pupils acquire the knowledge and skills they need to succeed in life. Leaders have identified and sequenced the precise knowledge they want pupils to learn so that they build on what they already know and can do. Pupils learn subject-specific knowledge and use this well to make links with other learning.

For example, in history, pupils use their knowledge of invasion across different time periods with accuracy. This prepares them well for learning about the Battle of Britain during World War Two.

Teachers ensure that pupils do not try to complete complex tasks all at once.

Pupils learn how to master individual techniques through practice before using them on more complicated tasks. For example, in art, pupils try different skills, and reflect on them, before going on to produce exceptional artwork. They can describe in detail the techniques they use and the impact these have on the quality of their final pieces of work.

All staff ensure that reading is at the heart of the curriculum. Pupils love to listen to stories of increasing complexity. They appreciate the wide range of interesting books they can choose from.

Pupils are highly motivated by the approach to encouraging reading, especially the book vending machine. Children in Reception make an excellent start in learning to read. This continues as they move through the school.

Pupils progress securely through the phonics programme. Staff are highly skilled, and are quick to spot any pupils at risk of falling behind.

Leaders ensure that support for pupils with SEND, or for those who need to catch up, is accurately matched to their needs.

Teachers are ambitious for these pupils. They skilfully remove barriers to their learning so that they learn exceptionally well.

Leaders consistently promote the personal development of all pupils.

Themes such as diversity and equality are woven throughout the curriculum. Pupils have opportunities to take responsibility, which they do with pride. Links with local and global bodies enable pupils to develop a sense of community and citizenship.

Leaders, including in the trust, invest in their staff. Teachers have good subject knowledge in the subjects they teach. This contributes significantly to their well-being and expertise.

Morale is high. Staff feel valued and proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is everyone's responsibility. All staff are well informed about the signs of abuse. Staff use systems for recording and reporting concerns effectively.

This enables leaders to identify pupils who might be at risk. Leaders work with a range of outside agencies to ensure pupils and families get the help they need. Leaders challenge decisions and escalate concerns when they believe pupils remain at risk.

Pupils feel safe. They know how to raise a concern, and trust adults to listen. They learn about a range of ways to keep themselves safe, including when using the internet.

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