Glasshouses Community Primary School

Inspection of a good school: Glasshouses Community Primary School Glasshouses, Harrogate, North Yorkshire HG3 5QH

p.1

Outcome

Glasshouses Community Primary School continues to be a good school.

p.1

What is it like to attend this school?

Glasshouses Primary School is a small school that has big ambitions for all its pupils. A caring and respectful ethos runs through all areas of the school. Leaders are determined to provide pupils with the knowledge and understanding they need to be happy, confident and successful. As an accredited Rights Respecting school, teachers support pupils to express their opinions and value those of their friends.

p.1

What is it like to attend this school?

The support for pupils’ personal development is a key strength of the school. Leaders make sure that pupils and parents develop an awareness and appreciation of diversity. An expertly structured curriculum for personal, social and health education (PSHE) develops pupils’ understanding of healthy relationships and how to manage risks and keep themselves safe. Pupils understand how to ask for help and are confident that they will be listened to if they are worried.

p.1

What is it like to attend this school?

Pupils talk positively about the ‘CHAMPS’ values: choices, honesty, achievements, manners, perseverance and safety. They model these values throughout the school day and feel that these help to make their school special. Pupils’ behaviour, both in and out of lessons, is positive. Relationships between older and younger pupils are strong and contribute to the family ethos of the school. Pupils, staff and parents are proud to be a part of this nurturing school.

p.1

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

Leaders have established a well-sequenced curriculum across all subjects. They have carefully considered the local context of the school and the additional challenges of learning in mixed-age classes. Each subject begins in the early years and develops through to the end of Year 6. In mathematics, teachers provide regular opportunities for pupils to discuss their learning and address misconceptions. Pupils confidently use a range of resources to deepen their understanding. Leaders have established individual learning logs in subjects such as geography and history. These help to assess pupils’ knowledge and identify any gaps in learning. In addition, subject leaders have designed knowledge 30 March 2022

p.1

2

mats to introduce the key knowledge and vocabulary for each topic. However, teachers do not use these consistently in all classes.

p.2

2

The approach to learning in some subjects is not well matched to the design of the curriculum. For example, in geography some learning tasks lack a sharp focus on developing essential subject vocabulary. Teachers do not consistently provide pupils with opportunities to explore and deepen their understanding. This limits the connections that pupils are making between different areas of their subject knowledge.

p.2

2

Leaders have introduced a new scheme for the teaching of early reading. A structured programme of training and support has ensured that all lessons are consistent and clearly focused. Pupils respond well to the structure and pace of learning. They successfully read books that contain the sounds that they know. Leaders have ensured that teaching addresses any identified gaps in learning. Regular assessments and interventions ensure that any pupils falling behind have the support they need to catch up quickly. Reading underpins all areas of the curriculum. Leaders have introduced an ambitious range of books and poems within each class. Pupils talk enthusiastically about stories they have read, from both classic and modern authors.

p.2

2

The provision for pupils with special educational needs and/or disabilities is a strength of the school. The special education needs coordinator (SENCo) has established clear systems for identifying and addressing pupils’ individual needs. Parents speak highly of the support their children receive. The SENCo provides teachers with clear guidance on any additional support or resources that pupils need to be successful in their learning. The provision for pupils without individual learning plans, who struggle to keep up with the pace of learning, is less strong. Teachers do not consistently provide the focused support that these pupils need to close the gaps in their knowledge.

p.2

2

Staff speak positively about the support they receive from leaders. The headteacher has a clear understanding of the need to balance the pace of improvements with the pressures of teachers’ workload. The new governing body has quickly established a strong understanding of school priorities. They hold leaders to account effectively and have clear plans for the ongoing development of the school.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

Safeguarding

Leaders ensure that maintaining a culture of safeguarding is a high priority for all staff. A regular programme of training, updates and monitoring ensures that staff identify and act swiftly to address any concerns. Leaders use the early help system well to provide pupils and families with additional support. Staff make effective use of the electronic recording system to build a picture around each pupil causing concern. Leaders monitor this carefully to identify any trends in incidents and follow up actions.

p.2

Safeguarding

Teachers have a good understanding of local safeguarding issues such as the threat from county lines (county lines is where illegal drugs are transported from one area to another, 30 March 2022

p.2

3

usually by children or vulnerable people who are coerced into it by gangs) and extremism. They teach pupils how to recognise these risks and keep themselves safe.

p.3

(Information for the school and appropriate authority)

 In some subjects, teachers do not design lessons that effectively support the intentions of the curriculum. Some learning tasks limit pupils’ opportunities to apply and deepen their subject knowledge. Leaders should ensure that the work required of pupils is ambitious and enables them to strengthen their subject knowledge and establish links between different areas of the curriculum.  Pupils working just below age-related expectations do not receive the targeted support they need to catch up quickly. This means that teaching does not consistently address the learning gap between these pupils and their peers. Leaders should ensure that teachers use specific time-limited interventions, along with quality-first teaching, to rapidly reduce any gaps in learning.

p.3

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

p.3

Background

This is the second section 8 inspection since we judged the school to be good in June 2012.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted . 30 March 2022

p.3

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 30 March 2022

p.4

School details

Inspection number 10211217 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Abigail Broadley

p.5

School details

Website http://www.glasshouses.n-yorks.sch.uk/

p.5

School details

Date of previous inspection 18 January 2017, under section 8 of the Education Act 2005

p.5

Information about this school

 There have been significant staffing changes since the previous inspection. The headteacher was appointed in September 2017 and the deputy headteacher was appointed in January 2018. All teaching staff are new to the school since the previous inspection.  The school became part of the newly formed Upper Nidderdale Primary Federation in January 2022.  A new governing body was established following the formation of the federation.  The school does not use any alternative provision.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, the deputy headteacher and representatives of the governing body. 30 March 2022

p.5

6

 Inspectors carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also met with the subject leader for PSHE and the SENCo.  To judge the effectiveness of safeguarding, inspectors scrutinised the single central record, checked the procedures for safer recruitment of staff and held a meeting with the designated safeguarding lead. Inspectors met with staff to check their understanding of safeguarding and the impact of any training received.  Inspectors considered the responses to Ofsted’s survey, Parent View, including 18 free- text responses. In addition, inspectors considered the responses to 11 staff and 34 pupil surveys.

p.6

Inspection team

Alex Thorp, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Liam Colclough Her Majesty’s Inspector 30 March 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7