Grove House Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Grove House Primary is a welcoming school.

Leaders have created an inclusive environment where pupils thrive together. Since becoming an academy, the school community has worked together to transform this school. Leaders' high expectations for pupils' achievement are beginning to be realised.

The new relationships policy has had a positive impact on managing pupils' behaviour. Pupils are clear about the school's rewards and look forward to getting a card for the 'wall of fame'. In the early years, children show high levels of self-control.

Play leaders promote positive play through outdoor play and learning strategies. This leads to a calm environment where p...upils feel safe.Bullying rarely happens.

When it does, pupils know who to talk to and adults sort it out effectively. Some pupils need extra support to manage their behaviour. Pupils speak with understanding about when this support is needed.

They believe that the systems in school are fair.

The mental health and well-being of pupils in school is a high priority. Where needed, the school organises additional wraparound care and support from external agencies.

The school gives pupils the best chance to be successful. They are happy and well prepared for their next stage of learning and for life in modern Britain.

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

The ambitious curriculum begins in the early years.

It is designed to close gaps in children's knowledge quickly. Adults plan the learning environment carefully to introduce children to a range of new experiences. Children explore and take managed risks.

Adults develop children's speaking and listening skills through well-timed interactions. Children practise what they have learned. They work together on problem-solving activities.

Children enjoy looking at books and read alone, or with a friend, in a cosy, quiet space. They show high levels of determination and concentration. Routines for learning are well established.

Children have a positive attitude to learning. For example, during mathematics, they calmly turn to talk with a partner or move to sit in a semicircle when asked. Children achieve well in the early years.

The school has identified the key knowledge that pupils need to learn in foundation subjects, such as music and languages. Pupils are beginning to know and remember more of this key knowledge. However, there is some variation in the school's use of assessment.

Teachers do not use assessment consistently well to identify and address pupils' misconceptions in learning.

The curriculum has the same ambitions for all pupils, including pupils with special educational needs and/or disabilities (SEND). Adaptations made by teachers enable pupils with SEND to work alongside their peers well.

The Maslow Suite is a place for therapeutic provision at key points during the day. Adults support pupils with their mental health and well-being needs. Pupils check in and are supported to learn in a quiet space and/or rejoin their class.

The school has created a culture that celebrates books and prioritises reading. Pupils learn to read using books that contain the sounds they know. They use their phonic knowledge to accurately read words in these books.

Pupils with visual impairments access electronic copies of the books successfully. Children at risk of falling behind are identified as soon as they start school. They have extra daily practice and catch-up sessions.'

Novel study', a time when pupils read aloud, helps them to become fluent readers. Pupils speak with enthusiasm about the books they choose to read. They enjoy choosing books from classroom reading corners, including graphic novels.

Older pupils sit in 'book nooks' around school sharing stories with younger pupils. Reading events, such as 'a book and a bagel' are well attended by parents and carers. The half-termly newsletter promotes reading for pleasure.

Pupils experience a wide range of after-school clubs and educational visits throughout the year. The school gathers and acts on pupils' views about which clubs they would like. Junior leaders gather the views of pupils and share these views with leaders to help improve school life.

For example, they raised a request to put in measures that improve behaviour at lunchtimes. Pupils learn about key celebrations in the faiths represented by different pupils in the school. Pupils can recount their learning about rights and equality.

One pupil said, 'Strength lies in differences, not similarities.'

Trustees work with leaders to identify the school's strengths and priorities for further development. They visit the school regularly.

They are passionate about the community and improving pupils' opportunities through education. Staff, including those new to teaching, agree that leaders support them with their workload, well-being and professional development.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The use of assessment is inconsistent in the foundation subjects. This means that subject leaders and teachers do not fully understand if all pupils have learned the intended curriculum knowledge. The school needs to develop a consistent approach to assessment that identifies what each pupil knows and any gaps or misconceptions in their learning.