Grazeley Parochial Church of England Aided Primary School

Inspection of Grazeley Parochial Church of England Aided Primary School Mereoak Lane, Grazeley, Reading, Berkshire RG7 1JY

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Early years provision Requires improvement Previous inspection grade Good 4 and 5 October 2022

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What is it like to attend this school?

In this small, friendly school, older pupils feel a sense of responsibility to care for the youngest children. This helps the newest children quickly settle into their new environment. These kind friendships contribute to the unique Christian family atmosphere that is appreciated by parents, staff and pupils. All pupils are made to feel included here. Extra support needed for pupils with special educational needs and/or disabilities (SEND) is carefully thought about.

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What is it like to attend this school?

Leaders’ expectations of behaviour are high. The new, clear approach that is being put in place is beginning to help pupils improve their behaviour. Pupils mostly feel safe around school. Some reflected positively on recent new play equipment, which has been a well-received addition to the outdoor play areas. Incidences of bullying are few, and pupils trust the adults in school to resolve issues quickly.

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What is it like to attend this school?

While leaders have high aspirations for all pupils to achieve their best, pupils are not yet benefiting from a carefully considered and organised curriculum. Pupils cannot confidently recall and describe important information that they have learned in some subjects. This means they struggle to make connections and build on what they might already know.

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better?

The school has experienced a turbulent time over the last year. Changes in teaching staff and in leadership have meant that important improvements to the curriculum have not been made. The newly appointed headteacher has quickly established positive relationships with staff and parents. She has already started making improvements and has a clear vision for the future. Further work is now underway to ensure leaders at all levels develop the skills and expertise needed to realise this vision.

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better?

The development of the curriculum is an urgent priority. The knowledge that pupils should be taught in science and the foundation subjects is not yet clearly sequenced. This includes consideration of what is taught in Reception, and how this prepares children to be ready for Year 1. Senior leaders recognise the need for improvements so pupils can connect their learning in all subjects. Because the curriculum is not yet thoughtfully planned, teachers do not consistently check what pupils know and remember. This means that pupils have gaps in their knowledge that are not quickly identified. Pupils therefore do not have all the expertise they need to be ready for the next stage of their education.

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better?

There is a consistent approach to the teaching of reading and phonics being put in place. The impact of this can be seen in Reception, where children are able to identify and read the different sounds they are learning. Where pupils have gaps in their phonic knowledge, skilled staff help them catch up. Books are carefully matched to pupils’ phonic knowledge, so they can practice and become fluent readers. 4 and 5 October 2022

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Leaders aspire for all pupils to achieve what they need for their future success. Well- considered support is in place for pupils with SEND who have more complex needs. Leaders know they need to make sure that all teachers further develop their expertise in providing the right support to ensure all pupils with SEND achieve well.

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Leaders’ focus on establishing a consistent approach to behaviour is beginning to make a difference. This work needs to continue because expectations about behaviour for learning are not yet consistently in place in all classes.

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In the early years, children form friendships with one another quickly. They play and share well. Although adults know the children well, they do not always promote and maximise learning opportunities through the activities provided. There are many missed opportunities for children to practise their learning in phonics or expand their vocabulary. Leaders know they need to prioritise training for staff so that they can help children learn through richer learning experiences.

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The school values of ‘be strong, be courageous and do everything in love’ form the basis of the approach to pupils’ personal development. Assemblies help pupils develop their understanding of faith and belief. However, pupils do not yet have a broad understanding of the diversity of different cultures. Older pupils appreciate a range of opportunities to take on responsibilities around the school, such as being a librarian or play leader. They are keen for younger pupils to be given more of these opportunities as well.

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Governors are very supportive of the leadership of the school and have worked hard to re-establish a stable and forward-thinking staff team in school. They are well informed about the challenges leaders are facing and they are committed to playing their part in the improvements needed to ensure pupils receive a good education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders are dedicated to making sure pupils are safe in school. Staff are well trained to notice and report any concerns they may have that a child is at risk. Pupils learn how to keep themselves safe. They have an age-appropriate understanding of how to stay safe online.

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Safeguarding

Leaders respond to reported concerns swiftly. They know they need to be proactive in following up any referrals for help, to make sure this happens quickly. Occasionally, records do not contain all the actions taken in response to an incident. This means that leaders may not always have a full picture of what actions have been taken to keep pupils safe. 4 and 5 October 2022

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(Information for the school and appropriate authority)

 In the newly revised curriculum in the foundation subjects and the early years, leaders have not clearly identified the essential knowledge that pupils should learn. This means that pupils are not always taught the key knowledge they need in a clearly sequenced way so that they can build on prior learning. Leaders need to refine the curriculum so that it identifies the precise knowledge that pupils must know and remember.  Leaders have not fully implemented a consistent assessment system across the school in all subjects. Teachers are therefore unable to identify and quickly remedy any gaps in pupils’ knowledge and understanding. Leaders need to put in place an effective assessment process across foundation subjects.  In the early years, the activities provided do not help all children achieve leaders’ aims. This means there are too many missed opportunities for children to learn or practise and to build their knowledge over time. Leaders need to ensure that

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(Information for the school and appropriate authority)

adults have the necessary expertise they need to prioritise the right activities and approaches that will help all children be ready for key stage 1.  Sometimes, safeguarding records lack sufficient detail about the action taken in response to an incident. This means vital information could be missed. Leaders need to make sure that all actions are clearly and consistently recorded.

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How can I feed back my views?

or to 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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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. 4 and 5 October 2022

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School details

Appropriate authority The governing body

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School details

Website https://grazeleyprimaryschool.co.uk

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School details

Dates of previous inspection 17 and 18 September 2019, under section 8 of the Education Act 2005

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Information about this school

 There have been recent changes in the senior leadership of the school.  The school uses one unregistered alternative provision.  This school is a Church of England school in the Diocese of Oxford. Its last section 48 inspection for schools of a religious character took place in July 2016.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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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, who is also the designated safeguarding lead, other senior leaders, subject leaders, teachers and teaching assistants. 4 and 5 October 2022

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◼ The lead inspector met with governors, including the acting chair of the governing body. A representative from the local authority and a representative from the local diocese were also spoken with. ◼ Inspectors carried out deep dives in these subjects: early reading, mathematics, history and music. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. ◼ Inspectors also observed pupils’ behaviour in lessons, around the school and outside during social times. ◼ Inspectors reviewed the arrangements for safeguarding by scrutinising safeguarding records, speaking to staff and governors and discussing this with pupils. ◼ The inspection team considered the views of parents shared through Ofsted Parent View. They gathered the views of pupils and staff through surveys and discussions conducted throughout the inspection.

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◼ Inspectors reviewed a range of the school’s documentation, including school improvement documentation and governing body minutes.

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Inspection team

Jo Petch, lead inspector His Majesty’s Inspector

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Inspection team

Emma Law Ofsted Inspector 4 and 5 October 2022

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