Globe Primary School

Highlights from Latest Inspection

Outcome

Globe Primary School continues to be an outstanding school.

What is it like to attend this school?

Pupils get an excellent start to school life and love coming to school every day. They enjoy being with their friends and contributing to engaging lessons.

Pupils are kind, polite and respectful towards one another and to adults. All pupils feel safe and can name a trusted adult they can talk to if they have any worries or concerns.

The school has high expectations of all pupils and what they can achieve.

This is especially true for disadvantaged pupils, including those with special educational needs and/or disabilities (SEND). The school is a fully welcoming communi...ty. Pupils work hard in lessons, respond eagerly to questions from staff and demonstrate exemplary behaviours in and around the school.

Pupils are motivated to keep trying and display a high level of focus. As a result, they achieve highly across all areas of the curriculum.

The personal development of pupils is exceptional.

They act as proud ambassadors for their school and local community. Pupils love the opportunities the school provides to be of service to others.

Parents and carers are overwhelmingly positive about the school.

From the moment their children start in early years or as new arrivals, parents said they feel part of the school family.

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

The school has established a highly developed curriculum for all ages and subjects. This all starts from the exceptional early years provision.

The curriculum sets out in detail the precise knowledge, skills and vocabulary pupils will learn. The school has carefully sequenced the key content that pupils need to revisit to help them build learning over time.

Staff routinely check and assess what pupils have learned.

They use this information to ensure pupils' knowledge and skills are retained and to help inform future teaching. Pupils achieve well, particularly in reading and mathematics. In early years, children use a wide range of tools and equipment to make moving models and toys.

They show they can carefully share and take turns when using equipment on the workbench and in the cooking area. The environment is rich with numbers and letters and children refer to these while practising their early writing skills.

The school develops a deep understanding of children's needs before they start school.

This approach supports the early and accurate identification of children with complex needs. Pupils in the onsite specialist language provision receive tailored help. Staff adapt learning for pupils with SEND expertly.

The school is determined that all pupils will quickly become fluent readers and enjoy a range of high-quality books and texts. Staff are well trained so that the teaching of phonics is precise and accurate. Teachers act quickly to support any pupils who struggle with reading, enabling them to catch up swiftly.

Accurate and regular assessment ensures that pupils' books precisely match the sounds they are learning. Older pupils are encouraged to become authors and compose their own short stories and poems. The effective development of children's communication and language is at the heart of the early years.

Teaching staff promote children's conversation very well.

The school places high emphasis on pupils' personal development. Pupils show empathy and kindness.

There are numerous opportunities to be of service, such as class and school librarians, personal assistants to teachers, assembly ushers and attendance advocates to name but a few. Pupils in Years 3 to 6 all get to take part in a range of residential activities linked to their learning and physical development. Attendance is high for all pupils.

Leaders have strong systems to make sure pupils attend regularly. The school develops pupils' understanding of different cultures. For instance, in Reception, many children write cards to their families to celebrate the Chinese Lunar New Year.

Children love to learn cooking and food technology skills. They eagerly cut vegetables and fruit for salads and a stir fry. Staff encourage children to wash and clean up afterwards.

Parents receive helpful information to allow them to support learning at home. This offer includes opportunities to 'Stay and Play' in Nursery and Reception. Parents also attend early reading and mathematics workshops and lessons, working alongside their children.

School leaders are mindful of staff workload and create collaborative ways of working across the federation to support this. Staff value the support provided and love working at the school. Governors are experienced and understand their roles and responsibilities.

They are skilled at challenging leaders while equally offering a strong level of support.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 outstanding in November 2017.

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