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Pupils thrive at Grove Park School. They enjoy highly positive experiences both in and outside the classroom. The school has the highest expectations for all pupils, including pupils with special educational needs and/or disabilities (SEND).
Pupils achieve exceptionally well. Staff and pupils live by the school's 'TREE' values of 'trust', 'respect', 'empathy' and 'enthusiasm' every day.
Published outcomes in reading and mathematics are consistently high.
Pupils are very well prepared for the next stage of their education.
Pupils have trusting relationships with staff and each other. They feel safe.
Bullying is not tolerated. If it does happe...n, pupils are confident that staff will deal with it quickly and fairly. Pupils respond well to clear and consistently applied routines.
They value the acknowledgement and praise they receive for their hard work and achievements. As a result, pupils adopt a positive mindset. From the early years, they see challenges or setbacks as an important part of learning.
Staff encourage pupils to take on responsibilities. For example, they can choose to be a member of the student council or support younger pupils by being a mathematics or reading champion. Pupils appreciate the wide range of extra activities that take place at lunchtime or before and after school.
These include many sports and other clubs, such as chess, construction, and art and crafts.
What does the school do well and what does it need to do better?
The school has a broad and ambitious curriculum. It is well sequenced, enabling pupils to build up their knowledge and specialist vocabulary.
For example, in science, younger pupils learn about different materials and how they look and feel, using key words such as 'transparent' and 'opaque'. As they progress through the years, they develop their investigation and scientific skills, for example, measuring melting points and power voltage in electricity. In the early years, staff provide high levels of support for children to develop their language and communication.
Children flourish in this supportive and purposeful environment.
The school's focus on early reading is at the heart of curriculum thinking. Staff teach the carefully designed phonics scheme with precision.
Pupils at the early stages of reading develop the phonics knowledge and skills they need to read with fluency. Teachers make sure that pupils read books that match the sounds they know. They swiftly identify pupils who are not as confident and put in place a range of appropriate support.
As a result, pupils, including pupils with SEND, become confident and enthusiastic readers. This love of reading continues throughout the school. The school exposes pupils to a diverse range of high-quality texts and authors.
The school has put in place a well-thought-out training programme for staff. Teachers have excellent subject knowledge. They provide learning opportunities for pupils that match the aims of the school's curriculum.
These activities help pupils to remember the knowledge they have been taught in the long term. For example, in history, the use of artefacts requires pupils to connect their learning about the Iron Age and the Ancient Greeks. Teachers check pupils' understanding regularly, addressing any gaps in knowledge.
The school identifies the needs of pupils with SEND and those who are new to learning English with precision. Staff are ambitious for these pupils and ensure that they follow the same curriculum as their peers, with adaptations to teaching if needed. Pupils have very positive attitudes to learning.
As a result, they produce work that is of a high standard.
The school has established a comprehensive and age-appropriate programme to support pupils' personal development. Pupils learn how to improve their physical health and mental well-being.
Teachers explain sensitive topics, such as consent, with care. They encourage pupils to debate important values, such as respect and equality, and to consider other people's points of view. Pupils appreciate the wide range of activities and visits that support their learning in their other subjects.
These include visits to different places of worship, museums and art galleries.
Leaders have effective systems for ensuring that pupils attend school regularly and on time. As a result, attendance is high.
Leaders work with families and other agencies to ensure that pupils' welfare is carefully monitored.
Staff are exceptionally positive about working at Grove Park. They are proud to work in a school that cares for them and that has such a welcoming ethos.
They appreciate the many professional development and research opportunities on offer. Governors fulfil their statutory responsibilities well. They hold leaders to account for the quality of education at the school while also considering staff welfare.
Parents and carers are overwhelmingly positive about the school. They feel that the school provides an exceptional education for their children.
