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About West Grantham Church of England Primary Academy
This is a good school. It serves its community well. One parent spoke for many when they said, 'The school is brilliant.
The love and care shown to all the children is exceptional. Staff are approachable. They often go over and beyond to ensure each child is happy and thriving.'
The school has high expectations of all pupils. Expectations are reinforced through the school values of 'courage, belief, love, ambition and integrity'. There is a determination that pupils' eyes are opened to the joy of learning.
There is a passion for pupils to succeed. Pupils are well prepared for their next stage in education. They are polite, well-mannered and respect...ful.
Pupils say that they love their school. Many 'want to come to school at weekends as well!'
Pupils say they have many people to turn to if they have worries or concerns. They know that staff will help them.
They say that they feel safe.
Attendance has improved. Exemplary work with families ensures that more pupils are in school, safe and enjoying their learning.
The rate of persistent absence is rapidly reducing, particularly for the most vulnerable pupils.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious. The sequence of learning starts in the early years.
It skilfully builds to clear end points. Key knowledge is identified and revisited. Important key vocabulary is taught.
There are planned opportunities to enrich pupils' knowledge. They go on trips and learn from visitors. Pupils remember their learning.
In Year 3, for example, pupils recognise that words such as, 'crash' and 'crackling' are onomatopoeic.
The provision for pupils with special educational needs and/or disabilities (SEND) is improving. Pupils with SEND are quickly identified.
Pupils with an education, health and care plan receive effective support. However, the curriculum targets set for some pupils with SEND are too vague. They do not always address pupils' gaps in learning.
Consequently, the curriculum is not always skilfully adapted to fully address their learning needs.
Staff appreciate the professional development opportunities they receive. Their subject knowledge is strong.
They use this knowledge to successfully check pupils' understanding. They address pupils' misconceptions.
The teaching of reading is a priority.
Many children have speech and language difficulties when they start school. Children begin to learn to read as soon as they start at the school. They receive intensive support to catch up.
However, although this support is rapidly improving, some pupils do not catch up as quickly as they could by the end of Year 1.The reading curriculum is well planned and sequenced. It is taught consistently well.
Pupils read books that match the sounds that they are learning. They read frequently. The love of reading is well promoted.
Books are everywhere! Pupils are introduced to books of different genres. They meet authors. Pupils appreciate the rewards they receive for reading.
They say that 'reading is fun'.
The curriculum within the early years is strong. Activities are well planned and encourage children's independence.
Children are keen to show what they know and can do. They are enthusiastic learners and are keen to know more.
Pupils benefit from a well-planned and sequenced personal, social and health education curriculum.
This curriculum is complemented by, and reinforced through, collective worship. Pupils have a strong understanding of consent. They demonstrate respect, tolerance and an understanding of diversity.
Pupils spoke about 'doing the right thing, even when no one is watching'.
Many children are involved in extra-curricular activities. They speak eagerly about the opportunities they receive in school that otherwise would not be open to them.
Support from the trust has had a significant impact. Staff appreciate the stability that the trust has brought to the school. They feel valued and more confident as practitioners.
Governors have shown great commitment. They have championed the school. They have made sure that the community voice is heard.
The community now has a school to be proud of.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The curriculum targets for some pupils with SEND are sometimes too vague.
The curriculum is not always adapted as well as is needed. This means that some pupils with SEND fail to achieve as well as they could. The school must ensure that the targets for pupils with SEND are clear and that they receive a well-planned and sequenced curriculum, accurately adapted to ensure learning needs are met.
• Many pupils enter the school with complex speech and language needs. Some pupils do not catch up to expected standards in reading quickly enough. The school must ensure that the reading curriculum supports pupils to quickly acquire the knowledge and skills needed to read with confidence and accuracy by the end of Year 1.
