Glebe Infants' School

Inspection of a school judged good for overall effectiveness before September 2024: Glebe Infants’ School Glebe Way, Newent, Gloucestershire GL18 1BL

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school’s work may not be as strong as at the time of 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 enjoy coming to this friendly and welcoming infant school. They feel safe and happy. As a result, they attend well.

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What is it like to attend this school?

The school is committed to providing a high-quality education. In the past year, the new leadership team has worked at pace to implement changes to the curriculum and the behaviour system. While the school wants pupils to succeed, recent outcomes have shown that many pupils do not achieve as well as they should. Some pupils are not well prepared for their next steps in education.

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What is it like to attend this school?

The three school promises and the school values of ‘perseverance, trust, respect, friendship, forgiveness and courage’ guide pupils’ conduct and help to develop their character. Clear expectations and high-quality pastoral support ensure that pupils display a sense of belonging.

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What is it like to attend this school?

In the classroom, pupils’ behaviour is calm and purposeful. In the playground, pupils create their own games or climb on the ropes and trim trail. When needed, trusted adults help pupils to resolve any disagreements sensitively and effectively.

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What is it like to attend this school?

Pupils enjoy different after-school clubs, such as gardening, dance, reading and multi- sports. These support pupils to cultivate new interests and talents. Pupils engage in activities such as sports day, which help to strengthen their skills in teamwork and resilience. 20 May 2025

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

The new leadership team has identified the aspects of the school that need to be developed. Leaders and governors share a strong sense of teamwork and demonstrable commitment to improvement. Together, they have already taken many positive actions, but some of these new changes are still in their infancy and there remains more to do.

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

The school is in the process of reviewing and refining its subject curriculums. In some subjects, the impact of this work is clear. For example, in mathematics, pupils use their knowledge of simple fractions to recognise and explain equivalent fractions. In science, pupils in Year 1 show some understanding about their current learning around seasons.

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

However, in some other subjects, the school has not identified the key knowledge that pupils should learn from the early years upwards. Furthermore, knowledge is not sequenced to help pupils learn new concepts effectively. At times, the activities that teachers plan do not match the intended learning because it is unclear what pupils need to know. As a result, pupils struggle to remember what they have been taught or make meaningful connections between concepts.

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

Most children in the early years engage positively in a range of age-appropriate activities. Typically, staff support children with these effectively. For example, children in Reception learn about the properties of 3D shapes, such as cylinders. Most staff model and use precise vocabulary. This enables children to develop their language and communication skills.

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

The school recognises that reading is the foundation for learning across the curriculum. However, the recent Year 1 phonics outcomes were significantly lower than the national outcomes. Following this, the school has taken effective action to prioritise its work in early reading. Children now start to learn to read as soon as they begin school. They read books that match the sounds they know. This helps them to build confidence and fluency. Pupils apply their phonics knowledge to spell words and write simple sentences. Any pupils who begin to fall behind receive help to keep up with the phonics programme. Most older pupils enjoy reading. They value the stories read to them and their regular visits to the new school library.

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

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately. Staff provide high levels of care and emotional support. Education, health and care plans translate well into short-term targets. However, the school does not have effective systems in place to check that the quality of education for pupils with SEND supports them to be successful. Consequently, some pupils with SEND have gaps in their knowledge and do not achieve as well as they could.

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

The school takes prompt action when a pupil’s attendance causes concern. Consequently, attendance is now broadly in line with national averages.

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

Pupils benefit from a well-considered programme of personal development. They learn about healthy relationships and what it means to be a good friend. Pupils learn about 20 May 2025

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good habits to support their physical and mental health. They understand the fundamental British values, which are linked to their school values. Trips and visits enhance the curriculum and provide meaningful wider experiences. For example, pupils visit Raglan Castle at the beginning of their history unit. This helps bring the curriculum to life. Pupils take part in important commemorative events, such as Remembrance Day. They learn about different cultures and religions. This begins in the early years, where children learn about different festivals, such as Diwali. Pupils look forward to ‘sports day’, which helps them to develop resilience and teamwork.

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The school considers staff’s workload and well-being when making changes to the curriculum. Most staff feel valued and supported in their roles. Governors know the school’s strengths and areas for improvement. They provide support and challenge with a shared focus on continuing to improve the quality of education that the school provides for pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the school has not identified the key knowledge that pupils should learn from early years to Year 2. This hinders teachers in designing learning that helps pupils build their knowledge over time. The school should ensure the key knowledge in all subjects is identified so staff are clear about what pupils should learn and how and when it should be taught.  The implementation of some aspects of the curriculum is not yet consistent. Pupils have limited knowledge as a result. The school should ensure that the implementation of the curriculum is reviewed and that staff have the understanding and expertise to successfully build pupils’ knowledge in all areas.  The current support for some pupils with SEND lacks the precision and rigour needed to ensure meaningful progress across the curriculum. As a result, some pupils with SEND have gaps in their knowledge and do not achieve as well as they should. The

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(Information for the school and appropriate authority)

school needs to ensure that there are robust systems in place to ensure that support is consistently meeting pupils’ needs and driving their achievement.

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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. 20 May 2025

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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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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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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.

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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). 20 May 2025

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School details

Appropriate authority The governing body

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School details

Headteacher Michelle Kelly (Executive Headteacher)

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Dates of previous inspection

15 and 16 January 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is federated with Picklenash Junior School, which shares the same site, and Pauntley Church of England Primary School.  The executive headteacher took up her role in September 2024.  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.  Inspectors spoke with school leaders, subject leaders, parents, pupils, members of the local governing board and representatives from the local authority. 20 May 2025

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 To evaluate the effectiveness of safeguarding, inspectors: 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.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour in lessons and around the school.  Inspectors considered responses to the online survey, Ofsted Parent View, including the free-text responses. They also considered responses to the staff and pupil surveys.

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Inspection team

Gavin Summerfield, lead inspector His Majesty’s Inspector

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Inspection team

Teresa Hill Ofsted Inspector 20 May 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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