Gorefield Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Gorefield Primary Academy is a warm and welcoming place because of the way pupils treat others. Pupils talk frankly about how much their school has improved since the new leaders came.

Their school is a place where they feel safe and able to learn. They like their lessons, saying their teachers are engaging and truly want them to succeed.

Pupils recognise that behaviour has improved immensely in recent years.

They put this down to the kind, hardworking staff who support them well. The 'diamond' stickers and certificates incentivise them to do their best.

Pupils understand what bullying is.

It happens rarely because staff investigate allegati...ons of bullying carefully. The pupils involved get the support they need. This stops it happening again.

Pupils talk enthusiastically about all the new clubs, trips and responsibilities they have. Members of the school council are proud of their work with the parish council to tidy and beautify the local village, clearing litter and planting bright flowers. Pupils relish opportunities to make a difference to the school and wider community.

Pupils know there is more to come, excitedly sharing staff's plans about further changes to school life.

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

Trust and school leaders work astutely to make this a good school. They introduced a clear curriculum and workable systems for supporting pupils' behaviour.

Pupils, parents and staff all recognise this. Trust directors organise effective training for all staff. This includes providing opportunities for staff to share best practice with other schools in the trust.

Local governors visit the school to check systems work as intended. This allows them to work with school leaders to accurately evaluate the school. As a result, pupils' experiences are positive, and they receive a high-quality education.

Leaders worked at pace to develop the school's curriculum. They considered carefully the concepts and vocabulary they want pupils to learn. This includes making sure that what children learn in early years prepares them well for learning in Year 1.

Children develop into keen learners as teachers provide absorbing activities that teach children about concepts clearly. For example, children observe the life cycle of a butterfly. They observe how it changes, learning the meaning of words like larvae and chrysalis.

The structure of the reading curriculum, and training for staff, ensure many pupils read fluently. Children in the early years get off to a strong start. Staff offer helpful strategies when pupils have difficulties with reading.

These help pupils correct mistakes by themselves. Pupils relish opportunities to visit the 'reading room' which the pupil librarians keep in good order. The 'reading race' competition encourages regular reading both in school and at home.

The quality of teachers' checks on pupils' knowledge and understanding varies from subject to subject. Where they work best, teachers identify what pupils know and use this to inform teaching. For example, in mathematics, teachers will question and observe pupils carefully.

If pupils struggle, they provide clear instruction which helps pupils correct mistakes and secure their understanding. However, this effective practice is not seen in all subjects. As a result, pupils' recall varies.

Provision for pupils with special educational needs and/or disabilities (SEND) is well-organised. For example, weekly meetings ensure staff have pupils with SEND at the forefront of their minds. This means bespoke provision is in place and checked frequently to ensure it best supports pupils with SEND.

As needed, leaders engage external agencies to ensure staff receive timely training and resources to meet pupils' needs well.

The provision for pupils' personal development is wide-ranging. There is a varied pastoral support offering.

For example, piano therapy builds pupils' confidence and develops their creativity. Through the well-sequenced personal, social and health education curriculum, pupils learn age-appropriate content about relationships. For instance, children in Reception learn how to make friends.

Then, when they reach Year 6, pupils learn about consent in relationships. There are many opportunities for pupils to be active. These include frequent opportunities to swim in the school pool and daily sports activities, set out by the 'PE ambassadors', for pupils to take part in.

Pupils' behaviour is a strength at the school. They build supportive relationships with staff and each other. Leaders train staff to manage pupils' behaviour consistently.

Staff use the 'traffic light' system to help pupils manage their emotions. As required, pupils receive extra support to change their behaviour. As a result, all pupils present as confident, courteous individuals.

Some pupils are not attending school as regularly as they should. Missing lessons means these pupils have gaps in their knowledge. Leaders' system for addressing this has not made a difference at this time.

Safeguarding

The arrangements for safeguarding are effective.

Trust leaders ensure school leaders, including governors, are suitably trained. In turn, school leaders ensure staff know how to spot and report concerns about pupils who may be at risk of harm.

The strong relationships forged with pupils and parents allow leaders to follow up concerns readily. Leaders involve external agencies, as needed, to put in place appropriate support for vulnerable families.

Pupils talk confidently about sharing their worries with any member of staff.

They say they can do this because leaders ensure those adults in school have been checked carefully. The collaboration between school and trust staff ensures robust checks are completed for staff and volunteers working in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all teachers check closely that the taught curriculum is understood and remembered by all pupils.

Consequently, some pupils' recall varies, and they find it difficult to make links across their learning. Leaders should review their current assessment practices so that effective approaches to assessment are used in all subjects. ? Some pupils are frequently absent from school.

Time away from lessons means they miss valuable learning. As a result, they have gaps in their knowledge of the school's curriculum. Leaders must ensure the system for identifying and addressing issues with attendance improves the attendance of these pupils.

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