West Grantham Church of England Primary Academy

Inspection of West Grantham Church of England Primary Academy Trent Road, Grantham NG31 7XQ

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Inspection dates: 10 and 11 October 2023

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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 Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The headteacher of this school is Natalie Smyth. This school is part of Diocese of Southwell and Nottingham Multi-Academy Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Chris Moodie, and overseen by a board of trustees, chaired by Philip Blinston. There is also an executive principal Anna Martin, who is responsible for two schools. 10 and 11 October 2023

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What is it like to attend this school?

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.’

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What is it like to attend this school?

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 respectful. Pupils say that they love their school. Many ‘want to come to school at weekends as well!’

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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better?

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.

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better?

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.

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better?

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. 10 and 11 October 2023

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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’.

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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.

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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’.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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 10 and 11 October 2023

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the knowledge and skills needed to read with confidence and accuracy by the end of Year 1.

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 October 2023

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School details

Date(s) of previous inspection Not previously inspected

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Information about this school

 The school does not use alternative provision.  The school received its Statutory Inspection of Anglican and Methodist Schools inspection in October 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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector met with the senior leaders to discuss their evaluation of the quality of education. She met with representatives of the trust and the local governing body. 10 and 11 October 2023

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 Inspectors conducted deep dives in reading, mathematics, physical education, and geography. For each deep dive, the inspectors met with subject leaders, looked at the curriculum plans, visited lessons, spoke to teachers, spoke to pupils and looked at samples of pupils’ work. They also reviewed curriculum planning in languages and writing. They spoke with the subject leaders with oversight of these curriculum areas.  Inspectors met with the early years leader and visited the early years provision. They visited the continuous provision.  The lead inspector met with the subject leads for early reading. She discussed the actions taken to promote the love of reading. She heard pupils read.  Inspectors observed pupils during lunch and playtime. They spoke to groups of pupils.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and

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considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The views of members of staff, pupils and parents were considered. Additionally, inspectors spoke with members of staff.

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Inspection team

Jayne Ashman, lead inspector His Majesty’s Inspector

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Inspection team

Deborah Mosley His Majesty’s Inspector 10 and 11 October 2023

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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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