Giffard Park Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Giffard Park Primary School Broadway Avenue, Giffard Park, Milton Keynes, Buckinghamshire MK14 5PY

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Outcome

Giffard Park 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 thrive at this warm, welcoming and happy school and appreciate the strong relationships staff have built. Pupils, especially those with special educational needs and/or disabilities (SEND), respond positively to the support they receive. They can talk to and share any worries or concerns with trusted adults. The school has high expectations for pupils’ learning. Pupils meet these expectations and achieve well. Pupils live out the values of the school, to ‘enjoy, aspire, achieve’.

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What is it like to attend this school?

Pupils also benefit from a strong personal development programme. Older pupils are proud of the contribution they make to organise daily activities, which includes roles such as play leaders and eco warriors. There are plentiful activities at lunchtime and after school for everyone to extend their interests and talents meaningfully. Pupils celebrate difference and oppose any form of discrimination. This is an inclusive school.

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What is it like to attend this school?

Pupils behave and conduct themselves impeccably. They are respectful of each other and demonstrate excellent attitudes to their learning. Pupils of all ages play together positively. They show care and consideration towards each other. As a result, playtimes and lunchtimes are enjoyable for all.

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

The school has redesigned the curriculum recently to become broad and ambitious. Key knowledge and skills are mapped across all subjects. Learning is sequenced carefully, so pupils build on their knowledge systematically as they move through the school. This enables their knowledge to build step by step. Learning activities engage and interest pupils consistently. The impact of the school’s curriculum can be seen in pupils’ work and the school’s published outcomes. 4 and 5 February 2025

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The curriculum is designed to develop pupils’ curiosity about the world. It makes some useful links to the local area. Many subject activities reflect the diversity of pupils’ backgrounds and interests. However, some changes to curriculum subjects are relatively new. In these subjects, pupils do not deepen or apply their knowledge of the curriculum as well as they could, and some have difficulty recalling their learning. For example, not all use their problem-solving in mathematics or their enquiry skills in science to apply their existing knowledge to draw conclusions and evaluate investigations.

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Reading is a priority at the school. Pupils acquire a secure understanding of the sounds that letters make. Pupils practise their reading with books that are well matched to their phonics knowledge. There is a strong focus on developing children’s communication and language. Pupils get regular opportunities to practise and consolidate their phonics knowledge. Pupils develop their reading skills and fluency as they move through the school.

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Pupils with SEND are fully included in the school. The school is adept at identifying the needs of pupils with SEND early. This starts in the early years. Adults get to know the needs of the children quickly. Routines are established early, which helps children to follow instructions and settle into school successfully. Learning is adapted successfully to enable all pupils to progress through the curriculum.

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Pupils are clear about the school’s behaviour policy. Pupils behave particularly well and follow school routines. They engage enthusiastically in lessons. Outdoor play and learning resources support pupils’ social development well. Pupils play cooperatively together. Attendance is carefully monitored. A number of strategies to improve attendance have been effective. Pupils’ attendance rates have improved in recent years. The school has been tenacious in reducing absenteeism through building strong links with parents and local agencies. Detailed analysis of incident records ensures appropriate and tailored responses to attendance and behaviour issues.

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The school has established a varied programme for pupils’ personal development. The school has developed a nurturing and inclusive environment. Pupils are encouraged to participate in the wide variety of extra-curricular activities. Pupils are well prepared for life in modern Britain. Pupils learn about tolerance, diversity and equality. They understand about healthy relationships and how to keep themselves healthy and how to stay safe online.

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Staff thrive in this supportive school. They value the school’s training and development programmes and the support they draw from each other. They appreciate the steps that the school takes to support their well-being and workload. They are proud to work at the school. Governors and the local authority know the school well and ensure the school provides a high-quality education for all pupils rigorously.

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Safeguarding

The arrangements for safeguarding are effective. 4 and 5 February 2025

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(Information for the school and appropriate authority)

 Changes to some subjects are recent and the knowledge that pupils need to learn and remember needs further refinement. As a result, pupils do not have the depth of understanding the school intends in some wider curriculum areas. The school should ensure it continues to identify and embed the depth of knowledge and skills, including those relating to cultural development, that pupils need to learn in all subjects, so that they achieve consistently well across the curriculum.

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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 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 March 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.

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Further information

You can search for published performance information about the school. 4 and 5 February 2025

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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). 4 and 5 February 2025

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School details

Appropriate authority The governing body

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School details

Website www.giffardpark.milton-keynes.sch.uk

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School details

Dates of previous inspection 15 and 16 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently use any alternative provision.  The school runs a breakfast 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 his evaluation of the school.  The inspector met with the headteacher, deputy headteacher and senior leaders. The inspector also met with a range of teaching and support staff.  The inspector met with representatives from the local governing board and the local authority. 4 and 5 February 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils’ behaviour in lessons and around the school site.  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 gathered parents’ views by considering the responses to Ofsted’s online survey, Ofsted Parent View. The inspector also evaluated responses to Ofsted’s online staff and pupil surveys.

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Inspection team

Phil Garnham, lead inspector His Majesty’s Inspector 4 and 5 February 2025

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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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