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The school sets out to 'develop successful, fulfilled young people, well skilled, with enquiring minds and positive, responsible attitudes'. Pupils achieve this with great accomplishment. Pupils talk confidently about the work they do to improve the school.
They have a sense of pride in how they support one another. For example, the 'reading buddies' not only encourage younger pupils to love reading but they develop deep and meaningful friendships with each other.
The school has the highest of expectations for all to achieve well.
It removes known barriers and sets no ceiling to what pupils can achieve. A...s a consequence, pupils work hard. They are ambitious for themselves and support one another in the process.
Relationships between adults and pupils are particularly strong.
The development of pupils' character is impressive. The school enables pupils to understand the significance of making suitable choices about the skills needed to overcome problems.
Pupils debate and discuss which skills they should use in a mature manner. A group of pupils agreed when exploring the concept of teamwork that it was about 'majority thinking, consensus, negotiating, including everyone and listening to everyone's ideas'.
What does the school do well and what does it need to do better?
The school has established an exceptionally ambitious curriculum.
It sets out in great detail what pupils need to learn over time in all subjects and across all year groups. Teacher subject knowledge is excellent. Teachers construct lessons making strong connections with prior learning.
Pupils make conceptual connections of great depth within subjects and across them. Pupils can articulate clearly what they have learned. For instance, in geography, pupils talked in detail about volcanoes and their locations and about biomes and vegetation belts.
The systems to check what pupils have remembered are simplistic but highly effective. The school ensures that pupils experience a rich and ambitious range of vocabulary. This is clearly identified in all curriculum subjects.
Adults interact really effectively with pupils to develop use of this vocabulary and obtain greater meaning.
The school is extremely ambitious for all pupils to be able to read well. The school is highly successful at this.
Staff are especially skilled in teaching pupils phonics. There is a rigorous and systematic approach to teaching phonics. Beyond phonics, the reading curriculum continues with the same degree of focus.
Pupils understand the significance of being able to read and exploring a range of books. Pupils are really proud of their library. Books have prominence throughout the school.
These books enable pupils to explore challenging topics such as diversity and inclusion.
The school is aspirational for all pupils, especially the most disadvantaged and those with special educational needs and/or disabilities (SEND). Pupils with SEND access support swiftly.
The school removes any barriers to learning. Teachers are highly skilled at supporting pupils with SEND.
In the early years foundation stage, there is an extensive and detailed curriculum.
Thoughtfully constructed activities pique children's interests. Staff design activities to develop independence, problem-solving and collaboration. In many instances, there are no bounds to what children can achieve.
Interactions between children and adults are highly effective. Children's engagement levels are impressive. They demonstrate sustained levels of concentration, determination and effort.
Pupils' attitude to their learning is exceptional. This is because the school has high expectations and treats everyone with respect. The 'key skills' the school has identified develops independence in pupils.
This ensures that pupils are highly motivated to work hard and achieve well. All pupils behave well in and around school. Playtimes are busy, yet pupils play well together.
There is an excited buzz in and around the school.
The school's approach to personal development is exemplary. The school ensures that all pupils participate in a wide and rich set of experiences.
The '5 by 5', '7 by 7' and '11 by 11' enable pupils to play instruments, compete with conkers and undertake charity work, for example. The school council establishes key priorities for the school by gathering other pupils' views. It sets about achieving this with vigour.
Developing pupils' character starts in the early years. This is a key thread throughout the school. The school ensures that all pupils are aspirational.
There are opportunities to develop curiosity, creativity and courage in clubs such as the 'aerodynamics stem club' or 'engineering club'.
Leaders at all levels are passionate for their school to be the best it can be. They take every opportunity to check that their vision is realised.
Staff say they are highly supported with excellent professional development. All staff share the school's aspirations.
Safeguarding
The arrangements for safeguarding are effective.
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