Grayshott Church of England Controlled Primary School

School

Address: School Road, Grayshott, Hindhead, Surrey, GU26 6LR Unique reference number (URN): 116290

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Pupils achieve well. They learn the important knowledge and skills that they need to be ready for their next steps. In national tests, pupils achieve at least in line with national averages. Their achievement in phonics is particularly noteworthy. Pupils' performance in the Year 1 phonics screening check is consistently above national figures. Pupils with special educational needs and/or disabilities, and other disadvantaged groups, make suitable progress from their starting points. As a result, the gap between their achievement and that of their non-disadvantaged peers is closing.

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Achievement Expected standard

Pupils secure the basic skills that support their learning across the curriculum. For example, younger children use their phonics knowledge confidently to spell simple words correctly in their writing. Older pupils write legibly and spell accurately. Pupils learn well in most subjects. For example, in geography, pupils use map skills competently to locate unknown places. They use subject-specific vocabulary with confidence.

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Attendance and behaviour Expected standard

Generally, pupils attend school regularly and on time. This includes pupils with special educational needs and/or disabilities and those from other disadvantaged groups. Staff work closely with pupils and their families to promote positive attitudes to attendance. In addition, leaders monitor and take decisive action to address pupil absence. Where there are specific reasons why pupils cannot attend school regularly, staff work closely with families to put in place helpful and successful support. This ensures that attendance improves over time and that all pupils have every opportunity to be in school and learn well.

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Attendance and behaviour Expected standard

All staff have high expectations for pupils' behaviour. Leaders have established a distinctive, inclusive culture. This is based on creating supportive, caring relationships between staff and pupils. Pupils trust adults and know who to talk to if they have any concerns. Pupils follow agreed rules and school routines diligently. They generally work hard in lessons and listen well to teachers. Leaders manage rare incidents of more challenging behaviour effectively. They address incidents of bullying and discriminatory behaviour systematically and proportionately. This includes working in close partnerships with families and external agencies when necessary.

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Curriculum and teaching Expected standard

Leaders have implemented a suitable, well-sequenced curriculum in all subjects. This includes a sharp focus on ensuring that the youngest pupils develop important knowledge of reading, writing and mathematics. Teaching pupils to read and write letters accurately is a priority. Children learn phonics right from the start of Reception. Pupils who need additional help learning to read receive effective support that helps them to catch up quickly.

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Curriculum and teaching Expected standard

Leaders are very knowledgeable about the quality of curriculum and teaching in the school. They have successfully improved teaching since the previous inspection. Staff have secure knowledge of the subjects they teach. They set pupils activities that develop their understanding effectively. They use well-chosen resources and effective teaching strategies to ensure that pupils with special educational needs and/or disabilities, and those from other disadvantaged groups, can focus on exactly what they need to learn. Where teaching is most effective, teachers make expert use of their detailed understanding of what pupils know and can do. They make ongoing changes to tailor the curriculum precisely to what pupils need to learn next. However, this practice is not yet consistent. On occasion, there is variability in how well staff check pupils' understanding and address gaps in pupils' knowledge.

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Early years Expected standard

Leaders are determined that children should get off to a great start to their education. The early years curriculum clearly sets out what children need to learn by the end of Reception so that they are ready for Year 1. Leaders check carefully what children already know and can do when they start school. Staff use this information effectively to adapt the curriculum to address any gaps in children's understanding swiftly.

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Early years Expected standard

The school promotes children's language development through thoughtfully chosen resources and activities. Often, adults engage in purposeful conversations with children that deepen their understanding well. For example, when teaching children to write simple sentences, teachers give children opportunities to rehearse what they want to say aloud before writing their sentence down. Staff also routinely encourage children to use their phonics knowledge to spell simple words. However, when supporting children during play- based learning activities, adults' interactions with children are not consistently effective. When this is the case, children do not learn as well as they could.

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Early years Expected standard

Staff ensure pupils with additional needs receive effective support that meets their needs well. All children benefit from a warm, caring environment. They feel safe and secure, benefiting from appropriate care that supports their learning and wellbeing.

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Inclusion Expected standard

Leaders have high expectations for all pupils. They make decisions in the best interests of disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Staff understand the range of barriers that pupils in the school may face. They identify pupils' additional needs quickly and accurately. Leaders ensure that staff are well trained to identify and meet pupils’ individual needs and keep a careful check on their progress.

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Inclusion Expected standard

The support that the school provides for pupils with SEND and those from other disadvantaged groups generally helps reduce barriers to learning and wellbeing. The school works closely with a range of external agencies and partners to build staff expertise and provide specialist support for those pupils who need it. Where necessary, pupils' individual learning plans are carefully tailored and precise. Leaders use additional funding effectively, including pupil premium funding for disadvantaged pupils, to improve pupils' learning and achievement. On the whole, pupils with SEND and disadvantaged pupils make positive progress from their starting points and achieve well.

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Leadership and governance Expected standard

Leaders know their school very well. They accurately prioritise appropriate areas for further development or refinement. Leaders strive to achieve the very best for pupils. Since the previous inspection, staff, leaders and governors have worked well together to improve the school. Their absolute commitment to success has had the intended positive impact. Pupils' achievement has improved considerably so that it is now consistently in line with national averages.

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Leadership and governance Expected standard

Leaders are positive role models for staff and pupils. They have universally high expectations and demonstrate high levels of professionalism and humility. Leaders work closely with the local community. They engage well with parents and carers for the benefit of pupils. Staff, parents and external agencies that work with the school all speak highly of it. They trust leaders' ability to continue the school's improvement journey.

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Leadership and governance Expected standard

Governors understand their roles well. They have appropriate systems in place to enable them to carry out their statutory duties effectively. Generally, governors maintain rigorous oversight of the school's work.

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Leadership and governance Expected standard

Leaders have implemented a well-considered, research-informed programme of professional development for all staff. This has given staff the knowledge and skills they need to support the school's improvement journey. Staff appreciate the support they receive to develop professionally. They also value the way in which the school supports their wellbeing and helps them to manage their workload. This ensures that staff are well placed to do the very best for the pupils in their care.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils benefit from a thoughtful and well-designed personal development programme. The school's curriculum and additional experiences ensure that pupils learn the knowledge and skills necessary to be well prepared for life in modern Britain. For example, pupils learn about the importance of treating everyone fairly and with respect. They also learn about democratic processes through taking part in elections at school. In addition, the school responds well to current issues, working effectively with external providers. For example, a recent workshop for older boys has helped them to learn about positive male identity.

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Personal development and wellbeing Expected standard

Generally, pupils demonstrate a secure understanding across the relationships, health and sex education curriculum. They explain confidently how to keep themselves safe online. Pupils also understand the importance of eating a healthy diet and of taking exercise in order to keep physically fit.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of wider opportunities that develop their understanding and prepare them well for their next steps. They learn about the world of work and the value of money through meaningful careers events and by helping in the local community. In addition, older pupils learn how to be good citizens by taking on responsibilities and through being positive role models for those younger than themselves. Leaders have thought carefully about how the school can best support pupils' wellbeing. The school provides a wide range of pastoral support. For example, pupils value the 'Otters' provision, which offers crafts and activities at breaktimes, as well as 'drop-in' sessions for those who need time to talk. Pupils also appreciate learning specific strategies that they can use to manage their own mental health and wellbeing.

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

Pupils relish their time at this caring, nurturing school. They truly feel that they belong to a warm, supportive community. Pupils are happy and love learning. Well-established routines and high expectations at the start of the day help pupils to come into school happily and settle quickly to learning. Pupils appreciate that staff want the very best for them. Staff have high aspirations for pupils to achieve well academically and personally, which pupils rise to. When learning, they maintain focus and work hard. As a result, pupils, including those with special educational needs and/or disabilities and those from other disadvantaged groups, achieve well.

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

Pupils behave well. They treat adults and each other with respect. At social times, pupils play well together. They enjoy using the wide range of thoughtfully designed spaces and playground equipment. Pupil 'play leaders' are proud of their role in supporting their peers to socialise with each other and to take part in exciting playground games. Pupils feel safe and secure. They value the helpful pastoral support, which is there for them when they need it. Bullying and unkind behaviour are rare. However, when such incidents occur, pupils are confident that staff will help them to resolve any worries or concerns.

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

A wide range of additional opportunities broaden pupils' talents and interests. For example, pupils enjoy taking part in a range of sports, performing to an audience and learning about different careers. In addition, pupils' learning is enhanced through a variety of trips to places of interest, such as ancient history and science museums. Pupils also enjoy making a positive contribution to their school community through taking on leadership roles, such as house captain, vision ambassador and librarian. This helps them to feel a true sense of belonging to the school.

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Next steps

Leaders should continue to improve how teachers use ongoing assessment information to support pupils to know and remember more in all subjects and in the early years. Leaders should ensure that high-quality interactions are used consistently well in the early years so that children can apply their knowledge and skills and deepen their understanding effectively when learning through play.

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Team inspectors:

Ian Howie, His Majesty's Inspector Lorraine Greco, His Majesty's Inspector

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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.

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About this inspection

The chair of the board of governors in this school is Lorinda Holbrook.

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About this inspection

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

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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 HMI.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, members of the governing body, including the chair of governors, and representatives from the local authority and the Diocese of Guildford during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Christian religious character. It is in the Diocese of Guildford. Its last section 48 inspection was in November 2023.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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average

2023/24 (final) 57% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 81% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (revised) 74% 72% Close to average

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average

2023/24 (final) 71% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 77% 74% Close to average

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average

2023/24 (final) 71% 73% Close to average

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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.

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mathematics

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

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average

2024/25 (revised) 38% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (revised) 63% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (revised) 50% 61% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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Persistent absence

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

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national average

2024/25 (2 term) 13.2% 13.3% Close to average

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national average

2023/24 (3 term) 14.9% 14.6% Close to average

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national average

2022/23 (3 term) 15.9% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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