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Pupils are extremely happy and proud to attend Gurnard Primary School. Pupils told inspectors that 'everybody is welcome'.
They are guided by the school's values, which aim for everyone to feel respected, successful and that they 'belong'. Pupils show heartfelt kindness as they learn and play together. They feel safe and know that staff will listen if they are worried about something.
The school fosters an environment that is aspirational for the achievement of all groups of pupils. The curriculum is broad and ambitious. Pupils with special educational needs and/or disabilities (SEND) have the same opportunities as their peers and are well supported to be successful.<...br/> Pupils try hard and achieve well.
Pupils' behaviour is excellent. They are polite and well mannered.
They listen attentively and take turns to speak. Pupils understand the importance of learning the curriculum. Children in the early years are inquisitive.
They enjoy exploring the highly purposeful learning activities the school provides. All pupils benefit from the school's well-considered outdoor activities during both lessons and playtimes. Pupils relish the leadership responsibilities on offer at the school, such as being 'young governors' and 'equality and rights advocates'.
Pupils embrace difference, for example they respect other cultures.
What does the school do well and what does it need to do better?
The school has constructed an ambitious curriculum. In most subjects, the school considers how pupils need to build knowledge over time.
Teachers have strong subject knowledge. In many subjects, the key knowledge, skills and vocabulary have been carefully identified and are logically ordered. Teachers typically present information clearly in lessons.
This includes approaches such as revisiting previous topics to check that pupils have remembered important ideas. However, some checks are not fully effective in ensuring that the key learning points have become embedded in pupils' memories. As a result, teachers and leaders sometimes do not have clear information about how well pupils have learned the curriculum, or where they have misconceptions or gaps in their knowledge.
This means that pupils do not always make the gains in learning that they could.
Reading is highly prioritised at the school. Pupils enjoy reading.
Staff have been given high-quality professional development and, as a result, consistently follow the school's approach to teaching phonics. Nearly all pupils can read fluently by the end of key stage 1. Pupils who struggle with reading receive effective support.
This helps them to catch up effectively and read with confidence and success.
Children in the Reception Year get off to an exceptional start to their schooling. Staff in the early years create an environment where all children feel safe and can be successful.
The levels of care that staff demonstrate, as well as their desire to build each's child's learning, are palpable.
There is a clear system in place to identify pupils with SEND. The school has worked on strengthening information to help staff in their work with pupils with SEND.
Most of the time, staff ensure that pupils with SEND are given work to do that is adapted to meet their needs. Occasionally, because the checks have not been precise enough in wider curriculum subjects, the work they are given is beyond what they know and can do.
Pupils' behaviour throughout the school is exemplary.
Starting in the early years, children learn the school's high expectations of their behaviour. Pupils throughout the school engage fully in their lessons. Their positive attitudes mean that there is rarely any disruption to their learning.
The school is very calm and orderly, during lessons and less-structured times, such as lunchtime. The school encourages high attendance. Staff work constructively with families to improve the attendance of pupils who are absent or late too frequently.
Pupils thoroughly appreciate the school's excellent offer to enhance their wider personal development. Pupils benefit from a clearly structured personal, social and health education curriculum. Pupils, including children in the early years, are taught to work together, listen to each other and respect different points of view.
Pupils benefit from the many enrichment and extra-curricular opportunities at the school. They have lots of opportunities to develop their talents and interests. For example, there is a large range of sporting, musical and other cultural opportunities for pupils to experience.
Pupils from disadvantaged backgrounds are given many opportunities to take part in these additional activities.
Positive relationships permeate the school. Leaders and governors support staff in managing their workload effectively.
Those responsible for governance ensure their statutory responsibilities are well met. They share the same vision of providing a high-quality education for all pupils.
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 school does not make sure that staff know how well pupils remember their previous learning. This means that sometimes staff do not build pupils' new knowledge, skills and vocabulary securely. The school should ensure that it checks pupils' knowledge effectively and adapts teaching to build pupils' understanding well.
