Grange Primary School

Highlights from Latest Inspection

Outcome

Grange Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are nurtured at this welcoming school.

Pupils of all backgrounds are provided with the support they need to succeed. The school is particularly adept at identifying and meeting the needs of pupils with special educational needs and/or disabilities (SEND).

Pupils enjoy learning.

They respond to the school's high expectations. They develop their knowledge and skills and achieve well. Pupils are keen to talk about what they have learned.

They can do this confidently using new vocabulary. Pupils thorou...ghly enjoy reading in their 'thematic library', with seasonal books chosen for events such as Halloween, Christmas, and Easter. Children in the early years form strong relationships with staff.

They develop the learning habits and routines they need to succeed in Year 1 and beyond. Pupils are well mannered and attentive.

Pupils learn about fire safety and how to keep themselves safe at the local beach.

Pupils enjoy a range of clubs such as cooking, forest school, Lego club and mindfulness. Pupils contribute to the leadership of the school through the school council.

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

The school has used educational research to help produce a highly effective new curriculum.

The curriculum has been carefully crafted so that pupils with different abilities and needs, including those with SEND, can access learning. Children in the early years are well prepared for Year 1. Pupils learn the knowledge and skills they need to succeed in secondary education.

Teachers receive comprehensive professional development and have secure subject knowledge. Teachers regularly check the learning that has taken place. They adapt their lessons to precisely meet the needs of pupils.

Staff help pupils to remember what they have learned. For example, they revisit previous learning at the start of each lesson. This helps them to remember what they have been taught recently.

Teachers provide bespoke learning aids for pupils that help them to connect their knowledge. For example, children in early years receive an aid which connects images of a bear with names for parts of its body. Pupils rapidly learn subject-specific vocabulary.

They are encouraged to practise this vocabulary during frequent discussions in lessons.

Pupils are enthusiastic about their lessons. They talk with eloquence about what they have learned.

For example, pupils in art lessons can talk at length about the history of art deco. Pupils in mathematics lessons can explain how they are performing mental calculations. Pupils make progress well through the curriculum and develop increasing knowledge.

They achieve highly at the end of Year 6. Children in early years develop important knowledge and skills. The school has made changes to the early years curriculum to improve children's comprehension and the ability to write.

The school's provision for pupils with SEND is a notable strength. Staff have an excellent understanding of pupils' needs. Pupils with SEND are nurtured and receive specialist intervention where needed.

For example, several parents and carers commented on the rapid improvements they have seen with their children's speech and communication.

Reading is at the heart of everything the school does. Children in the early years link activities to books such as 'The Colour Monster'.

Older pupils read to younger pupils. Pupils are rewarded with tokens they can spend at the school's book vending machine. Teachers are trained to read stories in ways that excite and enthuse pupils.

The school quickly identifies and supports pupils who are weaker at reading.

Pupils behave well in lessons. Children in the early years learn routines and how to manage their emotions.

Pupils move around school quietly and are welcoming to visitors. Pupils enjoy lessons and have positive attitudes to learning. Some pupils do not attend school regularly enough.

This reduces the progress they make through the curriculum. Despite the considerable efforts of the school, attendance for some pupils remains stubbornly low.

Pupils are taught about healthy relationships and how to keep themselves safe online.

They learn about changes that happen to their bodies as they grow up. Children in early years learn about people that can help them. Pupils learn about life in modern Britain.

However, some pupils struggle to recall knowledge about fundamental British values, protected characteristics, and world faiths. Pupils are taught to celebrate diversity. The school ensures that there is a culture of mutual respect among pupils.

Leaders have an in-depth understanding of the school and its effectiveness. They accurately identify and prioritise areas for improvement. Staff enjoy teaching and feel supported by leaders.

Governors fulfil their statutory duties. They challenge leaders effectively and ensure decisions are made in the best interests of children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A significant proportion of pupils do not attend school regularly enough. This limits the progress they make through the curriculum and how well they achieve. The school should further strengthen relations with the community, ensuring that a combined approach of both the school and pupils' families improves the attendance of pupils.

• Some pupils do not have sufficient knowledge about some fundamental British values, protected characteristics, or world faiths. This limits how well they are prepared for life in modern Britain. The school should ensure that pupils' learning in these areas is more embedded and that pupils can recall more detailed knowledge.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 second ungraded inspection since we judged the school to be good for overall effectiveness in May 2014.