Grove Church of England School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this friendly and welcoming school. They like being part of a close community where everyone knows each other. The school's Christian values of love, respect and resilience are at the heart of this.

Pupils demonstrate these through their considerate conduct around school. At playtimes, they share equipment and seek to involve others in their games. Pupils appreciate the warm relationships they have with staff.

They feel confident about sharing any worries.

The school champions success. Weekly assemblies recognise individual achievements and contributions.

Pupils are proud to receive awards that motivate them to try their be...st. Pupils benefit from the broad range of enrichment activities. They are encouraged to try new things, and many enjoy attending after-school clubs.

Pupils value the shared experiences provided by different trips or visiting speakers.

The school is ambitious for all pupils to achieve well. However, the curriculum in some subjects does not support pupils in knowing and remembering more.

There is variation in how well teaching supports pupils' learning. While the school is taking rapid, impactful action to address these issues, currently, pupils are not achieving as well as they could.

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

The school is purposefully developing the wider curriculum.

In some subjects, important knowledge is not arranged so that it supports pupils to build secure understanding. This hinders their learning over time. In the early years, the curriculum is strong, with carefully considered steps developing children's knowledge and skills.

As a result, they are well prepared for key stage 1.

Teachers have secure subject knowledge. However, there are variations across subjects in how well teaching develops pupils' understanding.

In some foundation subjects, teachers' explanations of new ideas do not always focus on important knowledge. Sometimes, the methods teachers use to check pupils' understanding and recall do not work well. This leaves pupils with misconceptions, and they can struggle to remember earlier learning.

Across subjects, when teachers do identify areas of weaker knowledge, this is not always addressed with pupils. As a result, pupils continue to have gaps in their knowledge.

There is a sharp focus on reading.

Children learn phonics from the start of Reception. Anyone struggling is quickly identified and promptly receives targeted support so that they catch up quickly. The love of reading is prioritised across the school.

Pupils reflect this, talking enthusiastically about the books they are currently reading.

The individual needs of pupils with special educational needs and/or disabilities (SEND) are identified clearly in Pupil Profiles. Teaching assistants draw on these effectively, applying specific strategies to support pupils with more complex SEND.

However, teachers do not always identify when pupils with SEND require further adaptation of explanations or learning activities. Where this happens, it hinders pupils' achievement.

Pupils' attendance is a high priority.

The school is taking robust action to improve the attendance of individuals who miss a lot of school. Pupils' absence is tracked closely, with effective action being taken in cases where absence increases. This approach is bearing fruit in reducing the number of pupils who are regularly absent.

Pupils respond well to the school's high expectations of behaviour. This begins in the early years, when children learn important routines that help them learn. Pupils know the rules well and uphold them keenly around the school.

Across lessons, behaviour is calm and orderly. Pupils focus on completing learning activities and willingly share their ideas in discussions. Older pupils act as role models, helping others whenever possible.

The school prepares pupils well for life in modern Britain. The school broadens pupils' horizons, encouraging them to be curious about local and national issues. Pupils explore their views about these and enjoy helping to make a difference through their community projects.

The school strongly promotes pupils' well-being. They learn different ways to manage their emotions, support others and keep safe. Pupils learn how to contribute to the school community, from small acts of kindness to leadership roles.

These include being part of the school council where they help shape changes in the school.

The school is taking effective action to improve curriculum thinking and teaching. The multi-academy trust is working closely with the school, providing targeted support that helps drive improvement.

Governors robustly challenge the progress made with this. Staff understand the need for changes and appreciate efforts to keep their workload manageable.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum does not support pupils in building secure knowledge over time. This means pupils do not develop or retain an understanding of the important knowledge in these subjects. The school needs to ensure that, in these subjects, the order in which important knowledge is taught and revisited supports pupils in knowing and remembering more over time.

• In some subjects, there is variation in how well teaching develops pupils' understanding or supports them to retain knowledge. This means pupils do not always develop a secure understanding of new ideas and struggle to recall important earlier learning. The school needs to embed its chosen pedagogical approaches so that these support pupils in developing and retaining secure understanding.

• When teachers identify areas where pupils have weaker knowledge, this is not always being addressed. This means that pupils can continue to apply incorrect thinking. The school needs to ensure that when pupils have incorrect understanding, this is corrected by teachers across all subjects.

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