Grainthorpe Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Grainthorpe Junior School is a welcoming and inclusive school. This small school sits at the heart of the local community. The school values of being 'A.

C.E.' are central to the life of the school.

Pupils try their best to be 'aspirational, creative and excellent'. One pupil, typical of many said, 'This is a small school with big friendships.'

The school has high expectations of pupils' achievement and behaviour.

Most pupils meet these expectations consistently. During lessons, pupils are focused on their learning, and they do their best to work hard. Pupils achieve well.

Recent changes to the school's behaviour approach have ensured that ...all pupils know what is expected of them. They strive to earn 'terrific tickets' for their good behaviour.

Pupils feel safe in school.

They learn how to keep themselves safe, including when online. Pupils enjoy taking on responsibilities, including being a school councillor or a behaviour ambassador. They relish opportunities to learn beyond the classroom.

Particular favourites include learning to play the guitar and undertaking enterprise weeks, where pupils raise money for a treat. Pupils consolidate their learning with visits to Hull Museum and Jorvik Viking Centre, to name but a few.

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

The school has brought about significant improvements to the curriculum since the last inspection.

Pupils benefit from a broad and interesting curriculum. It incorporates the knowledge, skills and vocabulary that pupils should learn over time. Careful thought has been given to what pupils must learn and the order in which they should build their knowledge.

In most subjects, pupils can discuss their learning with confidence.

The school has established clear systems for checking pupils' learning at the end of each lesson. However, in some subjects in the wider curriculum, it is not consistently clear how this information is used to adapt the curriculum in future lessons.

Teaching does not always build on what pupils know and remember.

Reading is a priority across the school. The school has a rigorous and effective approach to the teaching of reading.

Pupils read accurately and with increasing fluency because books are well matched to the sounds that they know. Staff are well trained to teach reading. Pupils who need it receive support to help them catch up.

Pupils, including those with special educational needs and/or disabilities (SEND) achieve well in reading. They love to earn wrist bands for reading often and enjoy choosing books from the local mobile library.

The school is quick to identify when pupils need extra support.

Staff use up-to-date information about the learning needs of individual pupils to successfully adapt their delivery of the curriculum. This helps pupils with SEND to access the same learning opportunities as their peers and to take part in all the school has to offer. They achieve well.

The school has a clear behaviour policy that staff follow consistently well. At social times, pupils enjoy the range of activities on offer to them on the playground. Pupils have positive attitudes to learning.

The school has clear systems for monitoring pupils' attendance. However, too many pupils, including disadvantaged pupils, are regularly absent from school. These pupils are missing out on crucial learning and social opportunities.

The school is committed to ensuring that pupils experience the world beyond their local community. It makes sure that the personal development curriculum is adapted in response to local issues. Pupils value the opportunities to broaden their knowledge and understanding of the world.

These include residential and theatre visits, learning the Djembe drums and taking part in workshops to learn about a range of religions. However, while pupils speak with respect about difference and diversity, their knowledge of a range of religions is not secure.

Staff are proud to work at the school.

They say that they are well supported to manage their workload. Governors share the same determination as the school staff to provide the very best for all of the pupils at Grainthorpe Junior School.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the school has not ensured that assessment is used effectively to adapt the curriculum and address gaps in pupils' knowledge. This means that gaps in pupils' knowledge are not addressed consistently well. The school should ensure that the curriculum is adapted to address any gaps in pupils' learning and that pupils are building and retaining their knowledge over time.

• Too many pupils, including disadvantaged pupils, are persistently absent from school. As a result, these pupils miss out on important continuity of learning and many personal and social development opportunities. The school should ensure that its ongoing work with parents and carers reduces the number of persistently absent pupils so that they achieve as well as they could.

• While pupils are respectful of difference and diversity, some pupils do not have a firm understanding of a range of faiths and cultures. This means that they are not as prepared as they could be for life in modern Britain. The school should ensure that pupils have a clear understanding of a range of faiths and cultures, so that they are fully prepared for life beyond the local community.