Grayshott Church of England Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils understand the school's motto, 'Acorns to mighty oaks'. They appreciate how the school helps them to develop over time.

Pupils feel listened to and understood by peers and adults in school. They confidently share any worries and know that staff will support and guide them. Pupils are inclusive and kind to each other.

As a result, they feel safe and are positive in their treatment of themselves and others.

The school has clear aspirations for all pupils, many of whom have diverse backgrounds and faiths. In their behaviour and conduct, pupils rise to meet these expectations.

Pupils are eager to know more and enjoy learning. However, pupils' achi...evement in written work and in recent key stage 2 published outcomes does not yet match the school's ambition.

Disadvantaged pupils, including those with special educational needs and/or disability (SEND), are welcomed and supported.

Parents and carers of most of these pupils appreciate the high level of nurture and care their child receives. Pupils benefit from interesting opportunities through a wide range of clubs and trips, including engineering, archery and computing. These experiences enrich and support pupils' learning and enjoyment.

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

Children get off to a strong start in Reception. The school has set out a well-sequenced curriculum for what children will learn and when. Leaders prioritise promoting children's language development.

As a result, children interact positively and show high levels of concentration and language alongside well-developed physical and social skills. Staff identify children's SEND needs quickly and support is highly effective. Children are well prepared for moving into Year 1.

The curriculum extends from Reception towards ambitious endpoints in Year 6. This has been carefully reviewed in the light of previous underachievement. The school has carefully considered how to support the low numbers of pupils who are disadvantaged in the design of the curriculum.

The school is working hard to eliminate variability in teaching. Staff subject knowledge has been developed which supports them to provide clear explanations. They adapt their teaching appropriately to help pupils with SEND.

Other aspects of teaching are not yet secure. For example, the tasks that pupils complete are not sharply focused on the most important content that pupils need to master. The school has identified that pupils are not routinely given sufficient time to practise key skills such as reasoning and problem-solving in mathematics.

In addition, staff do not yet consistently check that pupils have remembered the essential knowledge and skills, which means that pupils sometimes have gaps in their learning that are not addressed. As a result, pupils' learning remains variable across the curriculum.

Pupils develop into fluent and accurate readers.

The books they read are carefully matched to the sounds they know. Staff are trained effectively but there remain some inconsistencies in how closely staff follow the school's chosen phonics programme. Nevertheless, leaders closely check the sounds that pupils know and take swift and effective action to close any gaps.

Pupils read widely and often and love books of many different types. As a result, pupils generally achieve reading standards that are in line with the national average. The achievement in younger year groups is stronger.

Pupils are polite and considerate. The school maintains a calm, orderly environment with consistent routines and expectations. This approach is based on positive reinforcement and warm relationships.

Lessons are purposeful, and there are consistently high expectations of pupils. They attend well, and their attitude to learning is positive. Consequently, pupils behave well and this helps pupils to feel safe.

The school promotes kindness as central to developing well-rounded children. It provides carefully chosen experiences that support the curriculum and give pupils a broader view of life beyond Grayshott. Staff carefully model the school values of love, joy, respect and courage, which are seen in the language and actions of pupils throughout the school.

The school promotes pupils' physical and mental health effectively. The school provides exciting opportunities to inspire pupils' future aspirations through leadership roles and career events.

The school is successfully addressing the previous underachievement.

Leaders have identified the key aspects that need further improvement. They are focused on improving the education of all pupils, including those who are disadvantaged. Governors are well informed and actively challenge and support the school.

This work by the school has resulted in rapid improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some task design lacks sufficient rigour.

This means pupils are not focused on the most important content during lessons. The school should ensure that the design of tasks is sharply focused on the key content that leaders intend pupils to learn and remember over time. This includes ensuring that pupils have sufficient time to practise problem-solving and reasoning skills.

• Assessment does not support pupils' learning sufficiently well. This means that pupils have had gaps in their learning that have not been identified or addressed swiftly enough. The school should support staff to routinely check pupils' understanding of the key content and then use this information to inform future teaching so that gaps in learning and misconceptions are swiftly addressed.

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