Glynwood Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy learning at Glynwood Primary School. Pupils understand that the school's values help them to be resilient. Adults are consistent in the approach they take to support pupils to behave well.

Pupils know that adults listen to and act on any worries that they may have. As a result, pupils feel safe at school.

The school is ambitious for all pupils to do well.

Pupils benefit from a well-designed curriculum. The majority of pupils benefit from a good quality of education, although this is not reflected in provisional outcomes for key stage 2 in 2024. The school supports pupils, including those with special educational needs and/or disabil...ities (SEND), to make progress from their starting points.

The school plans opportunities for pupils' wider development well. Pupils, including the youngest, have opportunities to take on positions of responsibility and contribute to life at the school. For example, pupils can act as eco-warriors, playground leaders, reading ambassadors and be part of the school council.

The school offers a range of clubs to develop wider interests, including photography, theatre club, sports clubs and music tuition. Pupils make use of these opportunities. There are regular trips for each year group, including visits to museums, art galleries and residential trips.

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

The school has worked to develop an ambitious curriculum. In each subject, and in the early years, it has set out the knowledge that pupils need to build over time. For example, in art and design, younger pupils learn to select the correct tools they need to create different tones and textures.

Older pupils demonstrate their artistic skills by creating accurate self-portraits. Links to a local art gallery enhance the art curriculum and pupils know that different local artists use different artistic techniques. Leaders recognise that the previous mathematics curriculum did not support pupils to achieve well enough.

The revised mathematics curriculum is improving pupils' mathematical knowledge, but these changes are not reflected in outcomes in 2024. The initial impact of this can be seen in pupils' improved fluency skills and in the work they produce in their books. However, there is more work needed to see improvements in outcomes for mathematics.

There is an embedded systematic approach to the teaching of early reading. Children learn to read from the Reception Year. Children in Nursery learn songs and rhymes and develop their listening skills.

Pupils who are at risk of falling behind with early reading are identified quickly. These pupils receive additional, targeted support from staff. Older pupils who continue to need support with their reading receive a range of support.

As a result, most pupils become confident, fluent readers.

The school has ensured that all pupils, including those with SEND, access a broad and ambitious curriculum. Pupils with SEND are identified and supported to access the curriculum and extra-curricular opportunities.

Staff are trained to support pupils with more complex needs. This helps to ensure that these pupils are supported to progress through the curriculum from their different starting points. The school is an inclusive place and pupils are very respectful and understanding of each other's needs.

Most pupils attend school regularly and on time. The school puts in place measures to track attendance and responds swiftly if pupils are not in school. Despite the school's approach to improving pupils' attendance, the persistent absence of some pupils remains high.

The school has designed a comprehensive personal, social and health education curriculum. Pupils know about tolerance and respect. The school is inclusive for all and pupils are very understanding of pupils' individual needs.

Pupils learn about the importance of mental health. Pupils are taught about different faiths and religions. However, they cannot recall this knowledge readily.

Pupils sometimes mix up religious knowledge and cannot discuss meaningful aspects of faith.

Staff feel well supported by leaders. They are proud to work at this school.

Governors understand the school's strengths and areas for development. They have taken effective steps to support the workload and well-being of staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The mathematics curriculum has not been embedded and implemented sufficiently well. This means that pupils do not achieve as well as they could. The school should continue to enhance and further embed the revised mathematics curriculum to ensure that all pupils acquire the intended knowledge to be able to achieve well.

• The school has not fully addressed the significant absence of some pupils. This impacts on how well pupils learn and hinders their progress. The school should continue to review how it works with parents and other agencies to tackle pupils' poor attendance.

• The curriculum does not give pupils a sufficient understanding of different faiths and religions. This means that pupils do not have a depth of knowledge and understanding about faith and different religions. The school should ensure that pupils are taught to learn about and understand faiths and religions.