Grazeley Parochial Church of England Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

In this small, friendly school, older pupils feel a sense of responsibility to care for the youngest children.

This helps the newest children quickly settle into their new environment. These kind friendships contribute to the unique Christian family atmosphere that is appreciated by parents, staff and pupils. All pupils are made to feel included here.

Extra support needed for pupils with special educational needs and/or disabilities (SEND) is carefully thought about.

Leaders' expectations of behaviour are high. The new, clear approach that is being put in place is beginning to help pupils improve their behaviour.

Pupils mostly feel safe around school.... Some reflected positively on recent new play equipment, which has been a well-received addition to the outdoor play areas. Incidences of bullying are few, and pupils trust the adults in school to resolve issues quickly.

While leaders have high aspirations for all pupils to achieve their best, pupils are not yet benefiting from a carefully considered and organised curriculum. Pupils cannot confidently recall and describe important information that they have learned in some subjects. This means they struggle to make connections and build on what they might already know.

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

The school has experienced a turbulent time over the last year. Changes in teaching staff and in leadership have meant that important improvements to the curriculum have not been made. The newly appointed headteacher has quickly established positive relationships with staff and parents.

She has already started making improvements and has a clear vision for the future. Further work is now underway to ensure leaders at all levels develop the skills and expertise needed to realise this vision.

The development of the curriculum is an urgent priority.

The knowledge that pupils should be taught in science and the foundation subjects is not yet clearly sequenced. This includes consideration of what is taught in Reception, and how this prepares children to be ready for Year 1. Senior leaders recognise the need for improvements so pupils can connect their learning in all subjects.

Because the curriculum is not yet thoughtfully planned, teachers do not consistently check what pupils know and remember. This means that pupils have gaps in their knowledge that are not quickly identified. Pupils therefore do not have all the expertise they need to be ready for the next stage of their education.

There is a consistent approach to the teaching of reading and phonics being put in place. The impact of this can be seen in Reception, where children are able to identify and read the different sounds they are learning. Where pupils have gaps in their phonic knowledge, skilled staff help them catch up.

Books are carefully matched to pupils' phonic knowledge, so they can practice and become fluent readers.Leaders aspire for all pupils to achieve what they need for their future success. Well-considered support is in place for pupils with SEND who have more complex needs.

Leaders know they need to make sure that all teachers further develop their expertise in providing the right support to ensure all pupils with SEND achieve well.

Leaders' focus on establishing a consistent approach to behaviour is beginning to make a difference. This work needs to continue because expectations about behaviour for learning are not yet consistently in place in all classes.

In the early years, children form friendships with one another quickly. They play and share well. Although adults know the children well, they do not always promote and maximise learning opportunities through the activities provided.

There are many missed opportunities for children to practise their learning in phonics or expand their vocabulary. Leaders know they need to prioritise training for staff so that they can help children learn through richer learning experiences.

The school values of 'be strong, be courageous and do everything in love' form the basis of the approach to pupils' personal development.

Assemblies help pupils develop their understanding of faith and belief. However, pupils do not yet have a broad understanding of the diversity of different cultures. Older pupils appreciate a range of opportunities to take on responsibilities around the school, such as being a librarian or play leader.

They are keen for younger pupils to be given more of these opportunities as well.

Governors are very supportive of the leadership of the school and have worked hard to re-establish a stable and forward-thinking staff team in school. They are well informed about the challenges leaders are facing and they are committed to playing their part in the improvements needed to ensure pupils receive a good education.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are dedicated to making sure pupils are safe in school. Staff are well trained to notice and report any concerns they may have that a child is at risk.

Pupils learn how to keep themselves safe. They have an age-appropriate understanding of how to stay safe online.

Leaders respond to reported concerns swiftly.

They know they need to be proactive in following up any referrals for help, to make sure this happens quickly. Occasionally, records do not contain all the actions taken in response to an incident. This means that leaders may not always have a full picture of what actions have been taken to keep pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the newly revised curriculum in the foundation subjects and the early years, leaders have not clearly identified the essential knowledge that pupils should learn. This means that pupils are not always taught the key knowledge they need in a clearly sequenced way so that they can build on prior learning. Leaders need to refine the curriculum so that it identifies the precise knowledge that pupils must know and remember.

• Leaders have not fully implemented a consistent assessment system across the school in all subjects. Teachers are therefore unable to identify and quickly remedy any gaps in pupils' knowledge and understanding. Leaders need to put in place an effective assessment process across foundation subjects.

• In the early years, the activities provided do not help all children achieve leaders' aims. This means there are too many missed opportunities for children to learn or practise and to build their knowledge over time. Leaders need to ensure that adults have the necessary expertise they need to prioritise the right activities and approaches that will help all children be ready for key stage 1.

• Sometimes, safeguarding records lack sufficient detail about the action taken in response to an incident. This means vital information could be missed. Leaders need to make sure that all actions are clearly and consistently recorded.

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