Grayrigg CofE School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils celebrate the differences that exist between them, because leaders and staff value the uniqueness of every pupil. The vision for what all pupils can achieve in their work and wider interests is limitless. Pupils say that the school motto of 'start small, think big' inspires them to work hard and do the best that they can.

Pupils are passionate about their learning in a wide range of subjects. They value the opportunity to learn outdoors in the forest school area. Younger pupils learn through daily challenges.

Older pupils are experts in digital learning. They are adept at recording their work online. Pupils are keen to have a go at the challenges that teachers ...set for them.

They celebrate the 'wobbles' in their learning. Pupils know that making mistakes provides opportunities to learn.

Pupil's behave well, both in classrooms and during playtimes.

The school is a calm and orderly place. Pupils show great respect for one another and the adults who work with them. Their mature attitudes to all aspects of school life reflect the high expectations that staff have of them.

Pupils we spoke to told us that they feel safe in school. Bullying happens rarely. If it does, adults sort it out quickly.

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

Leaders are aspirational for all pupils. In all subjects, apart from music, they have created a curriculum that deepens pupils' knowledge and skills. Curriculum plans set out clearly what pupils need to learn and the order they need to learn it in.

Visits and visitors enrich the curriculum. For example, younger pupils spent the day with a zookeeper. In the classroom, they used this experience to deepen their knowledge of carnivores, herbivores and omnivores.

Key stage 1 pupils work on their weekly curriculum challenges. Teachers plan these challenge activities as part of a sequence of learning. Pupils work independently to tackle their challenges.

Sometimes, pupils' enthusiasm means that they do not pay enough attention to the quality of their work. As a result, handwriting and presentation of work are not as good as they could be.

As soon as children join the nursery, they learn to listen to the sounds that make up words.

Children gain confidence in recognising the sounds that letters make. They have great fun learning their letter sounds. Staff are well trained to teach the phonics programme.

If children fall behind, staff give effective support to enable them to catch up. Teachers match reading books to the sounds that children know. In 2019, nearly all pupils achieved the Year 1 phonics screening check.

Leaders prioritise developing pupils' love of reading. Pupils are avid readers. They read widely and enjoy the work of many authors.

Pupils practise their comprehension skills daily.

In reading, writing, mathematics and computing, teachers keep a careful check on what pupils know and remember. Teachers use this information to plan future learning.

In these subjects, pupils develop their knowledge and skills systematically. As a result, nearly all pupils attain the expected standard in reading, writing and mathematics at the end of key stage 2. In other subjects, teachers are not as rigorous in checking what pupils know and remember to enable them to plan effectively for pupils' future learning.

Children settle quickly into the early years. Children learn through well-planned play and more formal work with the teacher. Children are highly motivated and eager to join in.

For example, children absorbed themselves in counting and ordering numbers to 20. Outside in the forest area, they collected natural materials to build animal shelters. Across the curriculum, pupils can sustain their concentration for long periods of time.

The needs of pupils with special educational needs and/or disabilities (SEND) are identified swiftly. Appropriate and skilful support ensures that pupils with SEND can access the same curriculum as other pupils. As a result, pupils with SEND learn well.

Leaders give a high priority to the personal development of all pupils. Pupils learn about responsibility by being a member of the 'mini police' and 'ethos crew'. They plan and deliver collective worship.

All pupils perform in a local dance festival. Many parents and carers who responded to Ofsted's online questionnaire, Parent View, commented on how these experiences impact positively on their children's resilience and self-confidence.

Pupils are knowledgeable about world religions such as Islam.

They understand how tolerance and respect for difference enables everyone to get along. Pupils are well prepared for life in modern Britain.

Governors understand the school's strengths and weaknesses.

They keep a close watch on how the curriculum is developing. The staff that we spoke to are proud to work at this school. They know that the headteacher cares about their workload and well-being.

Safeguarding

Leaders keep an accurate record of checks made on adults who work and volunteer at the school. They ensure that staff have regular, up-to-date safeguarding training. Staff are vigilant.

They care deeply about the well-being of their pupils. The headteacher is tenacious in following up her concerns with external agencies.

From the earliest days in school, pupils learn about risk.

In the forest school area, Reception-age children learn how to use knives safely. Older pupils presented to parents and governors about the 'Prevent' duty and the dangers associated with county lines. Pupils have a thorough understanding of risk and how to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In subjects other than music, leaders have set out the knowledge that pupils need to learn and the order that they need to learn it in. The music curriculum is not planned sequentially. Consequently, pupils do not always know and remember as much as they should.

Leaders should ensure that the music curriculum is planned as well as all other subjects. . In some foundation subjects, leaders have not ensured that careful checks are made on what pupils know and remember.

As a result, teachers do not always build new learning on previous learning. Leaders should ensure that teachers draw more effectively on information about what pupils know and remember in foundation subjects to plan next steps in their learning. .

Leaders have introduced many opportunities for pupils to work independently through their daily challenges. Sometimes, pupils' enthusiasm means that they do not pay enough attention to their handwriting and presentation. Leaders should ensure that teachers raise expectations of pupils' handwriting and presentation in their independent work.