Grangefield School

Grangefield School Ofsted Report

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We were proud to have been given a ‘good’ rating in our latest Ofsted inspection, which took place in September 2017

The overview findings are shown below. If you would like to read or download the Ofsted report in full, please click here.

 

Inspection dates: 27-28 September 2017

  • Overall effectiveness: Good 
  • Effectiveness of leadership and management: Good
  • Quality of teaching, learning and assessment: Good
  • Personal development, behaviour and welfare: Good
  • Outcomes for pupils: Good 
  • Early years provision: Good 
  • Overal effectiveness at previous inspection: Good

Summary of key findings for parents and pupils:

This is a good school
 The headteacher and deputy head are successfully driving improvement to make this good and improving school even better.
 Recent improvements to leaders’ systems to check on whole-school performance enable a sharper focus on the impact of actions to raise pupils’ achievement even further.
 The vertical tutor group system ‘Owl groups’ is a distinctive feature of the school’s curriculum. Pupils learn about teamwork, resilience and empathy. Pupils’ spiritual, moral, social and cultural development is catered for well.
 Pupils’ outcomes in key stage 1 and key stage 2 have improved and are now above national averages in reading, writing and mathematics. A growing proportion of pupils, as a result of the good teaching they receive, exceed the standards that are expected nationally. Pupils are well prepared academically and emotionally for their next stage of education.
 Parents and pupils are explicit in their support for the school. Pupils behave well and enjoy every minute in school.
 Pupils’ attendance is consistently above the national average overall. Leaders’ effective support and challenge has ensured that disadvantaged pupils’ attendance is improving towards the national average.
 Teaching in key stage 2 is usually strong. Activities planned are shaped specifically to meet pupils’ needs. Consequently, where pupils have previously underachieved, they are catching up quickly. The vast majority of pupils make good progress and some make rapid progress. As a result, pupils use and apply their skills well to deepen their understanding in reading, writing and mathematics.
 Occasionally, activities planned in key stage 1 classes do not meet the needs of pupils well enough, because they do not challenge the middle-attaining most-able pupils sufficiently.
 The proportion of pupils who met the required standard in the Year 1 phonics screening check dipped this year. Current phonics teaching is inconsistent and this hinders the progress that a small minority of pupils make.
 Leaders, at all levels, undertake wide-ranging activities to check the effectiveness of teaching in their subjects. However, not all leaders track pupils’ progress from prior attainment points. So, some relative weaknesses in pupils’ progress are not quickly addressed.
 Governors are developing their roles. However, their minutes of meetings do not reflect sufficient challenge to school leaders.
 Teaching in early years is good. Most pupils are well prepared for Year 1.

What does the school need to do to improve further?
 Continue to improve the quality of teaching, learning and assessment to ensure that pupils make strong progress in all year groups and subjects by making sure that:
– teaching across all key stage 1 classes demands the highest standards of pupils, particularly for the middle-attaining and the most able pupils, in writing and mathematics
– pupils receive high-quality phonics teaching which enables them to read well and apply their phonic knowledge to their writing
– teachers’ checks on learning are used precisely to ensure that planned activities consistently meet pupils’ needs, particularly for the most able.
 Improve leadership and management, including governance, further by ensuring that:
– middle leaders make close checks on pupils’ progress taking into account pupils’ prior attainment so that no group of pupils falls behind
– governors challenge school leaders robustly and hold leaders to account for whole school performance through their regular school visits and meetings.