Grove Primary School

Inspection of Grove Primary School Framfield Road, Carlton Colville, Lowestoft, Suffolk NR33 8RQ

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Inspection dates: 11 and 12 October 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Requires improvement 11 and 12 October 2022

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What is it like to attend this school?

Pupils are happy and proud to attend Grove Primary. The school is a welcoming community with a strong focus on accepting everyone and celebrating people’s differences. Pupils are polite and friendly. They work hard and have positive attitudes towards their learning. The school is a lovely place in which to learn.

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What is it like to attend this school?

Leaders have high expectations for all pupils. Relationships between staff and pupils are strong. Emotional well-being is important to the school, and pupils look after each other. Parents are supportive of the school and participate in many school events.

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What is it like to attend this school?

Pupils take part in a broad range of extra-curricular clubs. Pupils strive to achieve their best through applying the school’s values, such as being kind and honest, doing their best at work and play, and taking care of the school environment. Pupils relish the chance to be a ‘play leader’ and take on other responsibilities.

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What is it like to attend this school?

Pupils know how to look after themselves. Staff teach them how to keep safe. Pupils know that if they have concerns, there are adults they can talk to and trust to take appropriate actions. Bullying is rare, and when it does happen, staff deal with issues quickly and effectively.

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better?

Leaders and governors are highly focused on improving the quality of education. The senior leadership team, together with the support of the trust, has brought about significant improvements. Leaders have an accurate view of the school’s strengths and what needs to be better.

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better?

The curriculum has clearly defined aims and is ambitious. Leaders have planned the curriculum in reading, writing and mathematics effectively based on what pupils need to know and be able to do. In most subjects, leaders have identified the important knowledge that pupils should learn. This is organised in a sensible order so that teachers plan lessons that build on what pupils know and can do. Pupils learn well across a wide range of subjects. In a small number of subjects, leaders are developing plans. Sometimes teachers do not always have the information they need to plan lessons that build on what pupils have learned before. This means that pupils do not remember as easily what they have learned in these subjects.

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better?

Reading is a strength. Teachers are ambitious in their expectations of pupils. As a result, pupils secure the necessary reading skills quickly. Children who fall behind have support to ensure they gain the knowledge and skills they need to become confident readers. The books that are chosen for pupils are carefully matched to the sounds they are learning. Teachers read to pupils every day. Pupils understand how important reading is and enjoy it. Older pupils read with fluency and are encouraged to read widely. They are proud of their library and enjoy using it. 11 and 12 October 2022

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Leaders have created an exceptional provision for the children in early years. Children enjoy highly stimulating activities that meet their needs and help them to learn. Adults skilfully use mathematical vocabulary in the Reception class as children sort natural autumn objects. This enables children to use mathematical language accurately too. Children in the Nursery class develop their vocabulary rapidly as they enjoy a wide range of stories, songs, rhymes and poems. They play very well together and learn quickly. Adults have high expectations of behaviour and, as a result, children behave very well. Staff work closely with parents to help them support their children at home. Children are well prepared for the curriculum in Year 1.

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Leaders ensure that the curriculum meets the needs of pupils with special educational needs and/or disabilities (SEND). Teachers make appropriate adaptations so that pupils with SEND access the full curriculum successfully. Leaders liaise well with the local authority and other agencies. Leaders are working hard to ensure that communication with all parents of pupils with SEND is clear, informative and supportive.

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Pupils have positive attitudes to learning. They behave well and are respectful to each other. They are happy to come to school and they enjoy their lessons.

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Leaders have created many opportunities for pupils’ personal development. The ‘no outsiders’ programme is important to all children. They understand the need to respect, value and celebrate people’s differences. Older pupils enjoy responsibilities around the school. They help younger children with reading and they support with games and activities on the playground as ‘play leaders’.

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Governors and the trust share leaders’ aim to make the school even better. Governors are skilful and carefully evaluate the quality of the school’s provision. They support and challenge leaders effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The school has a culture of safeguarding and ensures that systems and procedures are robust. Staff are knowledgeable and quick to act when they need to. When supporting vulnerable pupils, leaders work closely with external agencies so that pupils receive the support they need. Governors and trust leaders check records carefully to confirm that leaders and staff carry out their duties effectively. The school’s curriculum teaches pupils how to protect themselves from potential harm when using the internet.

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 The core subjects and many of the foundation subjects are well designed and planned. There are a few foundation subjects that are not yet so well developed, including the use of assessment to determine clear starting points. Leaders should continue to review and develop curriculum planning and assessment so that pupils learn well in all subjects.

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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. 11 and 12 October 2022

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School details

Inspection number 10241115 Type of school Primary

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School details

Date of previous inspection 12 and 13 February 2019, under section 5 of the Education Act 2005

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Information about this school

 The school operates a breakfast club each day as part of its childcare provision.  The school does not use alternative provision.

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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

 Inspectors carried out deep dives in reading, mathematics, science, computing and art. For each deep dive, the inspector 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 spoke to leaders about the curriculum in some other subjects.  Discussions were held with governors and representatives of the trust. 11 and 12 October 2022

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 Inspectors reviewed a range of the school’s documents, including those relating to development planning, assessment, special needs, attendance and safeguarding.  Inspectors spoke to parents on the school playground. They considered responses to Ofsted’s online questionnaire for parents, free-text responses and responses to the Ofsted pupil questionnaire and staff questionnaire.

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Inspection team

Rachael Judd, lead inspector Ofsted Inspector

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Inspection team

Joanna Pedlow Ofsted Inspector 11 and 12 October 2022

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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.

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