Gray's Farm Primary Academy

Gray's Farm Primary Academy

Address: Gray's Farm Road, St Paul's Cray, Orpington, Kent, BR5 3AD Unique reference number (URN): 139639

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

Pupils achieve well at Gray’s Farm Primary Academy. They gain the knowledge and skills that they need to succeed, which makes them well prepared for the future. They build deep and secure knowledge across subjects and produce work of a consistently high quality. In lessons, pupils show that they remember what they have learned and can explain it clearly. Across all key stages, pupils build very secure foundational knowledge. This supports their success in reading, writing and mathematics and also supports them to access subject content in other curriculum areas. Pupils' work shows clear progression through the curriculum. Leaders have a clear focus on making sure that pupils develop and practise their writing skills from the early years onwards.

p.2

Achievement Strong standard

Pupils' achievement in national assessments at the end of key stage 2 is highly positive, and this has been sustained over time. The proportion of pupils reaching the expected standard in reading, writing and mathematics is well above the national average. This includes pupils who come from disadvantaged backgrounds. Pupils with special educational needs and/or disabilities make strong progress from their starting points.

p.2

Attendance and behaviour Strong standard

Leaders place a high priority on attendance and work closely with families to remove barriers, including any barriers faced by disadvantaged pupils and those with special educational needs and/or disabilities. These pupils' attendance is now in line with, or above, national averages, demonstrating the consistently positive impact of leaders' work. Persistent absence has also reduced and is now broadly in line with national levels. Leaders analyse attendance information carefully and act early and effectively when patterns appear. Pupils feel safe, included and ready to learn every day.

p.2

Attendance and behaviour Strong standard

Pupils behave extremely well in lessons and at social times. They are polite, respectful and keen to learn. Classrooms are calm and orderly. Pupils settle quickly and follow routines without fuss. They listen carefully to adults and work hard. Around the school, pupils show kindness towards each other and enjoy positive relationships with staff. Pupils understand the school’s expectations and the importance of making good choices. Staff deal with any concerns quickly and fairly, including the rare incidents of unkindness or bullying.

p.2

Attendance and behaviour Strong standard

Leaders track incidents of poor behaviour closely and use this information to provide timely support. Staff use consistent approaches, and pupils respond well to clear expectations. Targeted help, such as mentoring, supports pupils to reflect and improve. This leads to fewer incidents over time. Staff help pupils to build confidence and social skills. Consequently, pupils enjoy coming to school and speak proudly about their experiences.

p.2

Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum from the early years through to Year 6. It sets out the key knowledge and skills that pupils need and helps pupils to build strong foundations for future learning. Teaching is highly focused on making sure that pupils build secure and detailed knowledge, develop strong communication skills and enjoy their learning. Teachers are experts in the delivery of the curriculum. The school provides regular feedback and training so that staff continue to develop their expertise. Leaders' checks on the quality of the curriculum and teaching enable them to refine practice on an ongoing basis.

p.2

Curriculum and teaching Strong standard

Reading is a strength of the school. Phonics is taught with accuracy and consistency. Staff model sounds clearly and give pupils the right amount of practice. Older pupils read confidently and use their reading skills well across the curriculum. Leaders make sure that pupils who need extra help receive timely support so that they keep up.

p.3

Curriculum and teaching Strong standard

Teachers explain new ideas clearly and check pupils’ understanding during lessons. Pupils show positive attitudes to learning and take pride in their work. Across subjects, teaching is purposeful and well structured. Teachers model new concepts with clarity and use precise subject vocabulary.

p.3

Curriculum and teaching Strong standard

Staff adapt teaching effectively for pupils with special educational needs and/or disabilities (SEND). For example, they use visual aids, targeted questioning and additional support from staff to help pupils to learn successfully. This enables pupils with SEND to access and benefit from the same ambitious curriculum as their peers.

p.3

Early years Strong standard

Children get off to an excellent start in the early years. The environment is calm, purposeful and well organised. Staff create a warm welcome each morning, and children settle quickly. They feel safe, confident and ready to learn. The curriculum is well planned and ambitious. Staff place a strong emphasis on communication and language. They talk with children throughout the day, model new vocabulary and help them to express their ideas. Daily story time, songs and rhymes build children’s confidence with language.

p.3

Early years Strong standard

In the Reception Year, staff teach phonics with accuracy and consistency. Children practise reading and writing often. The approach to writing helps children to build vocabulary and early storytelling skills. Children learn well across all areas of learning. Teaching, both indoors and outdoors, is purposeful and well resourced. Activities are carefully chosen to help children develop independence and curiosity, as well as key foundational knowledge such as early mathematical understanding. Children with additional needs receive strong support. Staff identify needs early and adapt teaching so that all children can take part fully in the planned learning. Children follow well-established routines, take turns and show respect for others. Staff help them to develop self ‑ control and positive social skills. Parents and carers speak highly of the early years provision. They value the regular communication

p.3

Early years Strong standard

from staff and feel involved in their children’s learning. Children leave Reception well prepared for their next stage.

p.3

Inclusion Strong standard

The school is highly inclusive. Leaders and staff know pupils and their needs very well. Staff identify pupils’ needs early and accurately, and they act quickly to put the right help in place. Leaders use specialist advice and input from external professionals to plan support and ensure that this is effective. Staff work in partnership with families to ensure that pupils’ wellbeing is prioritised. Leaders and staff work with determination to remove barriers so that all pupils feel valued, take part fully and succeed. For example, the school’s 'SEND hub' provides a calm and nurturing space for pupils with more complex barriers to their learning and/or wellbeing. Staff in the hub skilfully help pupils to build confidence and develop their communication skills. The school ensures that these pupils stay fully connected with their peers and enjoy the opportunities and experiences offered through the wider curriculum.

p.3

Inclusion Strong standard

Teachers make careful adaptations to the curriculum so that all pupils can access learning successfully. Staff understand pupils’ needs and consistently make sure that expectations remain high for everyone. As a result, pupils with barriers to learning achieve well from their individual starting points. Leaders have a well-planned strategy for the use of pupil premium funding. They track pupils’ progress closely and use mentoring, including, for example, the school's ‘ACE tutors’ programme, to strengthen support for disadvantaged pupils. Parents and carers speak highly of the school’s communication and the help that their children receive.

p.4

Leadership and governance Strong standard

Leadership and governance at the school are highly effective. Leaders at all levels have a clear vision for the school and act with determination to continuously improve pupils’ education. Staff speak positively about the support that they receive. Leaders have put in place a programme of professional learning that is focused and closely linked to the school’s priorities. This helps staff to develop strong subject knowledge and ensures that the curriculum is consistently taught well. Leaders make sure that staff understand their safeguarding responsibilities and are kept up to date and well informed.

p.4

Leadership and governance Strong standard

Leaders check the quality of the curriculum carefully. This ensures a well-designed and ambitious curriculum for all pupils, including those with special educational needs and/or disabilities and other vulnerabilities. Leaders work closely with specialists and act quickly when pupils need extra help. This reflects their strong commitment to inclusion. Leaders use information about pupils’ progress, attendance and behaviour well. They analyse patterns and act early when concerns arise. This includes working closely with external agencies when needed. Feedback from parents and carers about the school's work is overwhelmingly positive.

p.4

Leadership and governance Strong standard

Trust leaders know the school well. They ask the right questions and check that leaders’ actions are making a difference. They hold leaders to account through rigorous monitoring and evidence-based decision-making. They ensure that funding, including pupil premium funding, is used efficiently to prioritise support for the pupils who need it most. Staff feel valued and proud to belong to the school. Leaders’ actions have a clear and sustained impact on pupils’ learning and wellbeing.

p.4

Personal development and wellbeing Expected standard

Pupils receive a broad and well ‑ planned programme that supports their personal development and wellbeing. The curriculum helps pupils learn how to stay healthy, keep themselves safe and understand the world around them. Pupils talk confidently about topics such as consent, healthy relationships and online safety. Pupils know how to make sensible choices and how to communicate any concerns. They trust staff to listen and help them.

p.5

Personal development and wellbeing Expected standard

Pupils learn about different faiths and beliefs. They show respect for others and understand that discrimination is wrong. Assemblies, visiting speakers and celebrations of religious festivals help pupils to learn about diversity in modern Britain and build their understanding of fundamental British values. The school also offers a range of clubs, trips and activities. These include sport, music and creative clubs, as well as cultural experiences. Pupils enjoy these opportunities and speak proudly about them. Leaders continue to refine the enrichment offer so that it matches the ambitions and interests of all pupils.

p.5

Personal development and wellbeing Expected standard

Pupils have the opportunity to apply for leadership roles. These include safeguarding ambassadors, reading champions and membership of the junior leadership team (JLT). Applying for these roles helps pupils to learn about democracy. Pupils value these roles and understand the responsibility that comes with them. For example, the JLT makes decisions about which organisations the school will support through charity fundraising events. Pupils also enjoy caring for the school’s ducks and helping with the allotment, which builds confidence and teamwork.

p.5

Personal development and wellbeing Expected standard

The school teaches pupils how to make healthy choices. Pupils learn about diet, exercise and emotional wellbeing. The school introduces pupils to frameworks that help them to understand and manage their feelings. Pastoral support is highly effective. Staff know pupils well and respond quickly when pupils need extra help. Pupils say they feel safe, supported and included.

p.5

What it's like to be a pupil at this school

Pupils enjoy coming to Gray’s Farm Primary Academy. They feel safe, happy and well cared for. Staff greet pupils and children in the early years warmly each morning. This helps them to settle quickly and start learning without delay. Pupils work hard in lessons. They enjoy their learning and talk confidently about what they know. They take pride in their work and achieve very well. Pupils with special educational needs and/or disabilities learn alongside their classmates and take part confidently in all aspects of school life. The school provides specialist spaces where some pupils receive highly effective additional care and support. Reading and phonics are prioritised from the start. Older pupils read widely and talk about the books they enjoy. Across the school, pupils build their vocabulary and develop strong communication skills.

p.5

What it's like to be a pupil at this school

Pupils behave very well in lessons and around the school. They follow clear routines and understand the school’s expectations. They show respect for staff and for each other. Playtimes are calm and positive. Staff join in with games and conversations, which helps pupils to build friendships and feel included. Pupils trust staff in the school and know who to speak to if they have any concerns. Bullying is rare and staff deal with any concerns quickly. Pupils learn how to stay safe, including online.

p.5

What it's like to be a pupil at this school

Pupils enjoy the many opportunities to take on responsibilities. For example, they can apply to be reading champions, allotment leaders or be part of the 'duck leadership team'. These roles help them to grow in confidence and contribute to the school community. Pupils also enjoy a range of extra-curricular clubs and trips, which broaden their horizons. They learn about different faiths and cultures and show respect for people who are different from themselves. Pupils feel proud to be part of this inclusive school community.

p.6

Next steps

Leaders should continue their work in developing the personal development programme so that it has a highly positive impact on all groups of pupils. They should make refinements as appropriate, so that pupils develop a greater understanding of the world around them, while also benefiting from the wider opportunities on offer at the school. Leaders should continue their effective work to foster a culture where the importance of high attendance is promoted and celebrated, and where high attendance is achieved and sustained for all groups of pupils.

p.6

About this inspection

This school is part of The Kemnal Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Russell Hobby, and overseen by a board of trustees, chaired by Gaenor Bagley.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with school leaders, staff and pupils during the inspection. They also held discussions with representatives from the multi-academy trust and the local governing body.

p.6

About this inspection

Inspectors considered the responses of parents to Ofsted's survey, Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s online staff questionnaire.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

Team inspectors:

Rupinder Bansil, Ofsted Inspector Naheeda Maharasingam, Ofsted Inspector Daniel Terry, Ofsted Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. The school manages a breakfast and after-school club.

p.7

What does this mean?

Headteacher: Robert Bradley National average: 300

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2024/25 (2 term) 4.7% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.9% 5.5% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (2 term) 12.2% 13.3% Close to average

p.14

national average

2023/24 (3 term) 16.3% 14.6% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15