Grendon Primary School

Highlights from Latest Inspection

Outcome

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

What is it like to attend this school?

The school's logo, 'We Can', sets the tone for this positive and aspirational school. It underpins the school's values, known as 'Grendon's Goals'. These set out how pupils should behave.

Pupils understand the importance of working hard to achieve well and be successful. They enjoy learning and participate enthusiastically in lessons.

The school has high expectations of all pupils, including those with special educational needs and/or disabilities (SEND).

The well-designed curriculum ensures that pupils build the...ir knowledge and skills step by step in all subjects as they move through the school. This is particularly successful in reading and mathematics. Most pupils reach the standards expected by the end of Year 6.

This ensures that they are ready for their secondary education.

Pupils feel safe and are confident that the adults who work with them will help and support them. They behave well, and disruption to learning is rare.

Pupils understand the new behaviour policy, and this supports their behaviour. This includes pupils with SEND who sometimes need additional support to manage their behaviour.

Parents and carers are fulsome in their praise of the school.

As one parent put it, 'The staff care, they nurture, and they support all children, no matter what their abilities are.'

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

Since the previous inspection, and despite the challenges posed by COVID-19, the school has maintained its focus on improving standards. This has been successful.

There are notable improvements in many aspects of the school.

The school considers pupils' personal development to be equally as important as their academic development. The school's curriculum is uniquely designed on a 'cupcake' model.

The casing represents the strong pastoral care pupils receive and partnership with parents. The sponge is the broad academic curriculum all pupils access. The topping and sprinkles are the exciting enrichment opportunities that spark pupils' interest.

The school is adept at identifying pupils with SEND early. Teachers make adaptations in lessons to ensure that all pupils can access the work set. Skilled subject leaders have carefully designed the curriculum.

It is based on the local area. Pupils gain a deep understanding of their community and roots. Subject leaders are knowledgeable about their subjects and monitor teaching carefully.

Teachers have secure subject knowledge and present content clearly. There is a strong focus on developing pupils' vocabulary. For example, pupils can explain the difference between a continent, a country and a city.

The school prioritises reading and writing development in the early years. Children start daily phonics and writing practice as soon as they join the Reception class. Teachers provide helpful resources to support children develop these early, essential skills.

For example, phonics books match the sounds that children learn, and pencils with finger grips help pupils develop the correct hold. Most pupils learn their letters and sounds successfully and go on to read fluently. However, some pupils who find reading challenging do not receive sufficient support to master the skills needed.

Additionally, some pupils struggle to transfer the writing skills they learn in English lessons to other subjects. This shows that some elements of writing are not securely embedded.

Staff instil good behaviour from the outset.

Children learn to share, take turns and work and play together happily. Pupils understand the importance of good behaviour. They know and follow the school rules.

Staff manage the behaviour of pupils well, including those with complex needs. Effective systems and support are in place to ensure that pupils learn in a calm, purposeful environment where everyone is safe. Actions taken by the school ensure that most pupils attend well.

There is a well-developed personal development programme at the school. Pupils enjoy the 'Fiver' challenge to generate funds. This initiative helps them to develop their financial and business skills.

Pupils learn about healthy relationships and how to keep safe. Through the curriculum and assemblies, pupils deepen their knowledge of other world faiths and different cultures. This helps prepare pupils for life beyond the school.

The school offers many opportunities to attend extra-curricular clubs, including drama, orchestra and sports. These help pupils develop their skills and interests beyond the classroom. All clubs offered are free of charge and oversubscribed.

However, the school does not ensure that all groups, especially disadvantaged pupils, benefit from this provision.

Staff are happy and well supported. Staff appreciate the effective training they receive and the reductions to their workload.

Governors and leaders know and carry out their duties well, including in relation to safeguarding. They provide an effective balance of challenge and support.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some lower-attaining pupils do not receive sufficient support to develop the skills needed to become successful readers. As a result, they do not achieve the expected standard in phonics in Year 1 or reading at the end of Year 2. The school should ensure that pupils who find early reading challenging receive the support needed to prevent them from falling behind and to become accomplished readers.

• Pupils do not routinely apply the writing skills they learn in English to other subjects. This reduces the accuracy and quality of their written work in subjects such as history and geography. The school should ensure that teachers have the same high expectations of pupils' writing in all curriculum subjects.

• The school does not analyse which pupils participate in the extra-curricular activities provided. As a result, staff do not know if all groups, especially disadvantaged pupils, are fully included. The school should analyse participation rates of extra-curricular clubs to ensure that all pupils benefit from the school's valuable offer.

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 February 2015.

Also at this postcode