Granard Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a kind and caring school community. The school's motto, 'growing together achieving together', underpins the school's direction.

Leaders and governors are ambitious for all pupils. Leaders work hard to involve and engage parents and carers in the life of the school. The curriculum is well planned and inclusive for all pupils.

Leaders ensure that the early years curriculum creates the building blocks for future success.

Pupils are safe in school and value the friendships they make. Leaders have created a climate of trust and support.

Any pupils who join the school part way through the school year are quickly made to feel welcome. Teachers know... individual pupil's needs well. Bullying rarely happens.

If it does occur, then staff take rapid action.

All pupils take part in weekly swimming lessons, which enables them to build their stamina. Educational visits, including to Kew Gardens, help to strengthen pupils' understanding of the curriculum for science.

Leaders create opportunities for pupils to work together. For example, the paired reading programme allows pupils to share a love of reading. The local library is well used and complements the school's robust reading curriculum.

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

Leaders have ensured that the curriculum is broad and matches the aims and ambition of the national curriculum. As a result, pupils achieve well across the curriculum. All pupils study the same curriculum, including pupils with special educational needs and/or disabilities (SEND).

Leaders make careful adaptations and work alongside therapists so that the pupils in the specially resourced provision access a balanced and personalised curriculum. Throughout the school, teachers support pupils with SEND appropriately.

Leaders ensure that most subjects are sequenced in a way that allows pupils to build their knowledge over time.

For instance, in mathematics, children in Reception begin using hands-on resources to help them understand concepts such as 'whole' and 'half'. Pupils use and build on this knowledge and develop a secure understanding of number as they move through the school. However, in a very few subjects, leaders' curriculum thinking is not as well developed as in others.

In these subjects, pupils are not helped to deepen their subject knowledge as securely.

Early reading is a real strength. In the Nursery, children begin to develop an early understanding of rhyme and song.

Children use this foundational knowledge when they start to learn to read. Leaders have a sharp focus on reading and are determined for all children, regardless of their starting point, to learn to read quickly. All teachers and support staff have received training in the school's phonics programme and are skilled in its delivery.

Pupils read books that closely match the phonics sounds they have learned. They have time to practise reading these books at home. Teachers are robust in their checks and act swiftly if any pupils need extra support in early reading.

Leaders encourage pupils' love of reading. Teachers carefully choose high-quality books to read to pupils. Pupils receive visits from local authors.

These activities help to make reading habitual and enjoyable.

Leaders think carefully about what they want pupils to know and remember from the curriculum. Teachers are knowledgeable and present subject content clearly to pupils.

They break complex information down into smaller chunks so that pupils can access and remember key knowledge. For instance, in geography, teachers help pupils to remember the essential information about locational or physical geography over time. However, occasionally, teaching does not address gaps in pupils' knowledge.

This is because, sometimes, teachers' checks on pupils' learning are too generalised. When this happens, pupils' understanding of key concepts and vocabulary is less secure.

Teachers create planned opportunities in class for pupils to discuss their learning.

This encourages pupils to use subject-specific language and helps pupils to embed their learning. Teachers establish clear classroom routines and expectations. Pupils behave well and are respectful to others.

They understand the school's values and support each other in their learning.

Leaders provide a wide range of extra-curricular opportunities that both support and enhance what is taught in school. These range from vocal projects to chess and several sporting clubs.

To further extend the personal development offer, leaders have fostered links with partners in the local community. For instance, pupils work with pupils in a local secondary school on an oracy project to provide opportunities for public speaking. Leaders create opportunities for pupils to develop a sense of character and to contribute to society through setting up charity events.

Leaders and the governing body support staff in their well-being and workload. Staff appreciate this support and the opportunities for professional development that they receive.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding at the school. A highly trained safeguarding team ensures that any concerns are acted on in a timely manner. Leaders know the local context well and work to reduce any potential safeguarding risks.

Leaders are relentless in ensuring the right support is put in place for vulnerable pupils.

The personal, social and health education curriculum is well planned so that pupils are encouraged to keep themselves safe. For example, teachers instruct pupils how to travel safely on public transport in preparation for moving on to secondary school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very few subjects, leaders' curriculum thinking is not as well developed as in other subjects. This means that pupils do not build and deepen their knowledge in some areas of the curriculum. Leaders should ensure that, in all subjects, the curriculum is designed and sequenced coherently so that pupils enhance and extend their knowledge over time.

• Occasionally, checks on what pupils have understood are too generalised, and teaching does not identify and address gaps in pupils' knowledge. When this happens, pupils' understanding of key concepts and vocabulary is less secure. Leaders must ensure that teachers check pupils' understanding systematically and ensure that all pupils are secure in their learning.