Grange Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Grange Primary School Cambridge Road, Grimsby DN34 5TA

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Outcome

Grange Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils are nurtured at this welcoming school. Pupils of all backgrounds are provided with the support they need to succeed. The school is particularly adept at identifying and meeting the needs of pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Pupils enjoy learning. They respond to the school’s high expectations. They develop their knowledge and skills and achieve well. Pupils are keen to talk about what they have learned. They can do this confidently using new vocabulary. Pupils thoroughly enjoy reading in their ‘thematic library’, with seasonal books chosen for events such as Halloween, Christmas, and Easter. Children in the early years form strong relationships with staff. They develop the learning habits and routines they need to succeed in Year 1 and beyond. Pupils are well mannered and attentive.

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What is it like to attend this school?

Pupils learn about fire safety and how to keep themselves safe at the local beach. Pupils enjoy a range of clubs such as cooking, forest school, Lego club and mindfulness. Pupils contribute to the leadership of the school through the school council.

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

The school has used educational research to help produce a highly effective new curriculum. The curriculum has been carefully crafted so that pupils with different abilities and needs, including those with SEND, can access learning. Children in the early years are well prepared for Year 1. Pupils learn the knowledge and skills they need to succeed in secondary education.

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

Teachers receive comprehensive professional development and have secure subject knowledge. Teachers regularly check the learning that has taken place. They adapt their 8 and 9 October 2024

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lessons to precisely meet the needs of pupils. Staff help pupils to remember what they have learned. For example, they revisit previous learning at the start of each lesson. This helps them to remember what they have been taught recently. Teachers provide bespoke learning aids for pupils that help them to connect their knowledge. For example, children in early years receive an aid which connects images of a bear with names for parts of its body. Pupils rapidly learn subject-specific vocabulary. They are encouraged to practise this vocabulary during frequent discussions in lessons.

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Pupils are enthusiastic about their lessons. They talk with eloquence about what they have learned. For example, pupils in art lessons can talk at length about the history of art deco. Pupils in mathematics lessons can explain how they are performing mental calculations. Pupils make progress well through the curriculum and develop increasing knowledge. They achieve highly at the end of Year 6. Children in early years develop important knowledge and skills. The school has made changes to the early years curriculum to improve children’s comprehension and the ability to write.

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The school’s provision for pupils with SEND is a notable strength. Staff have an excellent understanding of pupils’ needs. Pupils with SEND are nurtured and receive specialist intervention where needed. For example, several parents and carers commented on the rapid improvements they have seen with their children’s speech and communication.

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Reading is at the heart of everything the school does. Children in the early years link activities to books such as ‘The Colour Monster’. Older pupils read to younger pupils. Pupils are rewarded with tokens they can spend at the school’s book vending machine. Teachers are trained to read stories in ways that excite and enthuse pupils. The school quickly identifies and supports pupils who are weaker at reading.

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Pupils behave well in lessons. Children in the early years learn routines and how to manage their emotions. Pupils move around school quietly and are welcoming to visitors. Pupils enjoy lessons and have positive attitudes to learning. Some pupils do not attend school regularly enough. This reduces the progress they make through the curriculum. Despite the considerable efforts of the school, attendance for some pupils remains stubbornly low.

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Pupils are taught about healthy relationships and how to keep themselves safe online. They learn about changes that happen to their bodies as they grow up. Children in early years learn about people that can help them. Pupils learn about life in modern Britain. However, some pupils struggle to recall knowledge about fundamental British values, protected characteristics, and world faiths. Pupils are taught to celebrate diversity. The school ensures that there is a culture of mutual respect among pupils.

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Leaders have an in-depth understanding of the school and its effectiveness. They accurately identify and prioritise areas for improvement. Staff enjoy teaching and feel supported by leaders. Governors fulfil their statutory duties. They challenge leaders effectively and ensure decisions are made in the best interests of children. 8 and 9 October 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 A significant proportion of pupils do not attend school regularly enough. This limits the progress they make through the curriculum and how well they achieve. The school should further strengthen relations with the community, ensuring that a combined approach of both the school and pupils’ families improves the attendance of pupils.  Some pupils do not have sufficient knowledge about some fundamental British values, protected characteristics, or world faiths. This limits how well they are prepared for life in modern Britain. The school should ensure that pupils’ learning in these areas is more embedded and that pupils can recall more detailed knowledge.

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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 May 2014.

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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. 8 and 9 October 2024

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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). 8 and 9 October 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 12 September 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is a larger-than-average-sized primary school.  The school is currently led by an acting headteacher.  The proportion of disadvantaged pupils and pupils with SEND at the school is well above average.  The school does not currently make use of any alternative provision.  The school provides a before-and after-school club for 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. 8 and 9 October 2024

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 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.  The inspector spoke to senior leaders, including the acting headteacher and a member of the local governing body.  The inspector spoke to a representative from the local authority.  The inspector carried out activities to understand the quality of education in various subjects. The inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  The inspector evaluated responses from parents to Ofsted’s online survey. They spoke with some parents. The inspector also evaluated the responses that staff and pupils

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Inspection team

Chris Carr, lead inspector His Majesty’s Inspector 8 and 9 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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