Glade Primary School

Inspection of a school judged Good for overall effectiveness before September 2024: Glade Primary School Atherton Road, Clayhall, Ilford, Essex IG5 0PF

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Inspection dates: 15 and 16 October 2024

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

Pupils are proud to be part of this caring and aspirational school. They feel safe and are kept safe. Pupils know that if they have any issues they can talk to a trusted adult, who will listen to them and take their concerns seriously.

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What is it like to attend this school?

Pupils’ behaviour is impeccable. They are respectful and friendly to each other and to staff. They follow the school culture of talking through any problems with others and they value the rewards they receive for good work and behaviour.

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What is it like to attend this school?

The school has created a broad and ambitious curriculum, where there is a clear progression of skills and knowledge running through all subjects. Pupils can recall and discuss their learning and they appreciate the feedback from teachers that allows them to improve their work. Pupils achieve very well by the time they are ready to move to the next stage of education.

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What is it like to attend this school?

The school ensures pupils have access to a wide range of ways to ensure their personal development. Pupils attend clubs such as karate and needlecraft. They enjoy trips to different places of worship and museums, and they make use of the outside area of the school, for example, by enjoying an art lesson drawing around the fire pit.

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

The school is determined that pupils will succeed, including those with special educational needs and/or disabilities (SEND). Leaders have designed and implemented an ambitious curriculum. They ensure teachers have strong subject knowledge and provide appropriate training. This allows teachers to present subject matter clearly and effectively in class. 15 and 16 October 2024

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The pupils learn to read as soon as they start school. Teachers use the training they receive to deliver the phonics programme skilfully. Pupils use phonics to blend sounds and read words. Books match the sounds that pupils learn, which helps them gain confidence. The school fosters a love of reading and ensures that all pupils see themselves represented in the texts used.

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Pupils’ early mathematics and English skills are carefully embedded and are evident in the pupils’ work. For example, in Nursery children count plastic bricks to make a tower and by Year 2 they progress to working out mental arithmetic problems. The school uses different texts to inspire written work, for example Year 6 pupils can use the events in a story to create a newspaper article.

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Pupils are engaged and interested in their learning in the wider curriculum. They build on their previous learning as they progress. For example, in RE pupils in Year 1 learn about the Christian creation myth and by the time they are in Year 6 they can compare and contrast the importance of light in different religions.

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Pupils can recall different ways teachers help them remember important facts and how they are supported in class if they find something difficult. ‘They help us by showing us different methods, not just giving us the answer’ said one.

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The school identifies pupils with SEND as swiftly as possible. Staff support pupils in many ways including the use of visual resources, intervention groups and support staff. The school also provides special after-school clubs for pupils with SEND, including dance and movement and sensory club.

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Staff make sure if there is bad behaviour pupils understand what they did wrong and they will facilitate a restorative conversation wherever possible. They also encourage and reward good behaviour and praise improvement. This supports the school’s values.

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The school is doing everything possible to improve its rates of attendance and deal with persistent absence. Pupils receive rewards for good attendance, such as a class award of a no uniform day, and certificates and medals for individual children.

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There are an impressive range of artistic, sporting, musical and other enriching experiences at the school. The choir sings at different events, such as St Margaret’s Church in Westminster and an old peoples’ home. The school invites visitors to enrich the curriculum too, including creative writing projects, an artist giving wire sculpture lessons and the police, instructing pupils on how to keep themselves safe. Pupils can also enrich their time at the school by helping out, for example they can be an eco-warrior and help the school be more environmentally friendly.

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Leaders know the school well and care about all aspects of pupil development. Staff were extremely positive about the school. They praise the support from the subject leaders. They know that their workload and well-being are taken into consideration. Governors understand the systems for safeguarding at the school. They are determined to continue 15 and 16 October 2024

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to help ensure it maintains its high standards of achievement. Parents and carers appreciate the care and education the school provides.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in January 2016.

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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.

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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. 15 and 16 October 2024

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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). 15 and 16 October 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 24 and 25 September 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision for its pupils.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 15 and 16 October 2024

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 The inspector spoke with the headteacher, deputy headteacher, assistant headteacher and subject leaders. They also held meetings with members of the local governing body and a representative from the local authority.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector considered the responses to the online survey, Ofsted Parent View. She also took into consideration the online staff and pupil surveys.

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Inspection team

Eleanor Ross, lead inspector His Majesty’s Inspector 15 and 16 October 2024

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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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