Greatwood Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Greatwood Community Primary School are well cared for and enjoy positive relationships with adults. They are happy to come to school, which is reflected in high levels of attendance. The school offers high-quality pastoral support to pupils and their families.

This is a school that serves its community well.

The school has high expectations for what pupils can achieve. There is a determination to remove barriers to learning and achievement.

The curriculum extends beyond the academic. The school offers pupils a wide range of experiences through its outdoor education curriculum. For example, pupils can learn how to keep bees or how to build a dry-ston...e wall.

By the end of key stage 2, pupils achieve highly. However, pupils in key stage 1 do not perform as well as their peers nationally. The school is taking action to address this.

Pupils behave well in school. For the most part, they show respect for each other and adults. Pupils have a great deal of confidence in the adults in school.

They know that they will sort out any worries or problems that they might have. Many pupils have positive attitudes to learning.

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

The school's curriculum is broad and, in many subjects, ambitious.

In most subjects, systems are in place to check what pupils know and remember. The school considers the early years curriculum alongside the curriculum for Years 1 to 6. Children in early years benefit from high-quality interactions with adults.

This helps them to develop their communication and language skills. Activities within the provision give children opportunities to practise and refine a range of skills. This includes, for example, early writing, fine and gross motor skills.

There has been a particular focus recently on developing the mathematics curriculum. This is now coherently planned and sequenced from early years through to Year 6. It is evident that this is beginning to have an impact.

Pupils recognise that they are getting better at mathematics. They can talk with confidence about their learning. In some subjects, such as art and design, the curriculum is at an earlier stage of development.

Here, pupils are less clear about what they have been taught and do not remember their learning long-term.

Reading is a priority for the school. Pupils start learning to read as soon as they start school.

Adults choose high-quality texts to read to pupils. The school's phonics programme is securely embedded. All staff are trained in how to teach phonics.

Pupils' reading books generally match the sounds that they know. Staff quickly identify pupils who are at risk of falling behind with learning to read. However, the support that these pupils receive to catch up is not as effective as it could be.

Pupils have positive attitudes towards reading. They can talk about their favourite books and authors. Pupils particularly enjoy using the school's book vending machine.

Over recent years, there has been a significant increase in the number of pupils with special educational needs and/or disabilities (SEND). With the support of the trust, the school has put strong provision in place for these pupils. Staff are trained on how to meet a range of different needs.

Pupils with SEND have full access to the academic curriculum and extra-curricular opportunities.

The school has a consistent approach to managing behaviour. Pupils are very clear that everyone in their school is treated equally.

As a result, the environment in school is calm and orderly. Lessons are free from low-level disruption, although pupils say that occasionally there can be some off-task behaviour.

The school is committed to pupils' personal development.

There is a very strong extra-curricular offer in place. Residential visits enable pupils to develop their confidence and resilience while taking part in team activities. There is a wide range of after-school clubs on offer.

These develop pupils' talents and interests. Pupils have opportunities to perform with a local, professional orchestra. There are some aspects of pupils' personal development though, which are not as well developed as others.

For example, pupils find it difficult to talk about fundamental British values and demonstrate a lack of understanding of different faiths.

The trust supports the school effectively. Staff have regular opportunities for professional development.

Their workload and well-being are considered and they appreciate this. The governing body carries out its duties well. Governors have a secure knowledge of the school.

They offer challenge and support to leaders. The school has formed positive relationships with parents and carers.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The support currently in place for the weakest readers is not effective. This means that pupils are not catching up with their peers quickly enough. The school should ensure that the support for these pupils is sharply focused on addressing the gaps in their phonics knowledge to enable them to become competent, fluent readers.

• In some subjects, such as art and religious education, the curriculum is not sufficiently well planned to help pupils to remember their learning long-term. As a result, pupils cannot talk about their learning in these subjects, or they have confused knowledge. Leaders should ensure that in all subjects, key knowledge is identified and there are opportunities for pupils to revisit prior learning so that knowledge becomes embedded.