Gravel Hill Primary School

Gravel Hill Primary School

Address: Watling Street, Bexleyheath, Kent, DA6 7QJ Unique reference number (URN): 145208

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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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Attendance and behaviour Expected standard

Leaders monitor attendance closely and work with families to remove barriers to pupils attending school. When barriers are identified, appropriate provisions and adjustments help pupils' to improve their attendance. As a result of the school's work, attendance across the school is broadly in line with national averages. Pupils with special educational needs and/or disabilities are supported well to attend school regularly. Leaders tackle absences robustly. They carefully check on the strategies that they use to ensure that standards are maintained.

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Attendance and behaviour Expected standard

Pupils' behaviour is respectful, reflecting leaders' high expectations. Pupils move sensibly around the school. They are courteous to adults, peers and visitors. Staff apply the routines that leaders have established to ensure that lessons and social times are calm and positive. They make suitable adaptations for pupils who may need support in managing their emotions. Bullying and unkind behaviour are not tolerated and are addressed promptly. Pupils understand the difference between bullying and occasional disagreements. They form positive relationships with their peers. Staff address any incidents of poor behaviour swiftly and with sensitivity which plays a role in supporting pupils' wellbeing and enjoyment of school.

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Early years Expected standard

Children in the early years settle quickly and feel secure. They arrive eager to learn. Relationships between staff and children are warm. Staff know the children well and respond to their individual needs. Leaders have ensured that developing children's communication and language are top priorities. Staff model vocabulary and encourage children to explain their thinking.

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Early years Expected standard

Children speak confidently about their learning, including those with special educational needs and/or disabilities (SEND). Staff adapt their teaching to provide children with the right support and opportunities to learn. Children engage with and enjoy the role-play area, inspired by their ideas and the local community. Typically, children are ready for Year 1.

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Early years Expected standard

Phonics teaching in the Reception class is well understood by staff, who teach it well. Children use sounds confidently when reading and writing. Children develop their mathematical knowledge. Staff help children to understand numbers including by using practical resources and outdoor learning. Children enjoy imaginative play, like pretending to be pirates and counting sharks. The curriculum is typically ambitious and well designed. However, there are occasions when it is not as clear how children will be supported to improve their writing skills. Many children move promptly from mark making to forming recognisable letters. Some children do not develop these skills as quickly as they could.

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Early years Expected standard

Staff are caring. Children's wellbeing and welfare are priorities. Children learn to stay safe.

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Inclusion Expected standard

Leaders prioritise inclusion and articulate a clear vision for what an inclusive culture should involve at this school. They accurately and promptly identify the needs of pupils with special educational needs and/or disabilities (SEND). Leaders allocate additional funding effectively to enable disadvantaged pupils to participate fully in school life. Staff understand the community they serve and the barriers pupils may encounter.

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Inclusion Expected standard

Staff provide pupils with personalised support in relation to their social and emotional needs, based on their work with families and their nurturing approach. Parents and carers value the communication and dedication shown by staff. Leaders use evidence-informed practices to ensure pupils, including those with English as an additional language, access learning.

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Inclusion Expected standard

Leaders collaborate with external professionals to provide appropriate wellbeing and learning support for pupils. Pupils have access to a range of expert interventions, including speech and language services. Staff adapt their approaches for pupils with SEND, including through the use of visual aids and digital devices. There are occasions when staff use approaches that have not been precisely matched to pupils' needs. Consequently, some pupils with SEND do not build knowledge as quickly or securely as they could.

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Personal development and wellbeing Expected standard

Leaders have established a comprehensive personal development and wellbeing programme. Staff implement this effectively. Pupils benefit from a wide range of experiences, including clubs, visits, performances and activities that enrich their learning and broaden their horizons. They speak enthusiastically about the Year 6 residential trip and whole-school events, such as school fairs.

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Personal development and wellbeing Expected standard

Older pupils have regular opportunities to develop their communication skills, resilience and sense of responsibility. They allocate these roles carefully. Leaders also adapt opportunities so that pupils with special educational needs and/or disabilities (SEND) can access the school's rich offer. Pupils attend art and life skills clubs at lunchtime. They participate proudly in charity and enterprise events. These experiences develop their empathy, social skills and financial awareness. Leaders teach the personal, social and health education curriculum effectively.

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Personal development and wellbeing Expected standard

Pupils learn about health, safety and positive relationships. Consequently, they know how to stay safe online and in the local community. Leaders use roles such as 'pupil governors' and 'eco leaders' to help pupils understand shared decision making and democracy. Pupils develop a secure understanding of fundamental British values, including the rule of law. Leaders also prepare pupils well for life beyond school. For example, older pupils practise independent travel before moving to secondary school.

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Personal development and wellbeing Expected standard

Staff teach children in the early years how to be good friends. Across the school, pupils speak confidently and maturely about accepting others and supporting their peers, including those with SEND. Leaders prioritise pupils' wellbeing. Staff provide effective pastoral support and make themselves available when pupils need help. Pupils know that adults will

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Needs attention

listen to and support them. As a result, pupils' attendance, engagement and readiness to learn have improved.

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Achievement Needs attention

Pupils’ achievement varies across the school, including for pupils with special educational needs and/or disabilities. Weak writing skills slow pupils’ progress in many subjects. Gaps in spelling, handwriting and sentence construction stop some pupils from demonstrating and applying their knowledge effectively.

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Achievement Needs attention

Errors in pupils’ writing are not routinely revisited or corrected. This slows pupils’ progress through the curriculum. Leaders have introduced strategies to improve the curriculum but staff do not use them consistently. As a result, some pupils do not receive the support that they need to close gaps in their knowledge and skills quickly enough. However, many pupils talk confidently and enthusiastically about their learning.

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Achievement Needs attention

Pupils develop a secure understanding of early reading. However, published outcomes in reading, writing and mathematics remain below national averages. Pupils’ work does not show secure progress over time. Some pupils do not achieve as well as they should from their starting points. Consequently, pupils are not consistently ready for the next stage of education.

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Curriculum and teaching Needs attention

Leaders have not ensured that teaching is consistently effective. This is particularly the case in the teaching of writing and across the wider curriculum. Misconceptions are not routinely identified or addressed. Teachers sometimes set work that exceeds pupils’ knowledge and understanding. For example, some pupils are asked to write words beyond their phonics knowledge.

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Curriculum and teaching Needs attention

Staff also lack consistency when correcting errors in letter formation, spelling, and punctuation. The checks that staff make on pupils' understanding is not well aligned with what pupils have been taught. As a result, some pupils repeat the same mistakes, which prevents them from securing their understanding or developing their knowledge effectively. Consequently, some pupils do not develop their spelling, handwriting, and sentence construction skills as well as they should. Leaders have not ensured that adaptations to the curriculum and teaching are consistently focused on the needs of pupils with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

Leaders have designed an ambitious and inclusive curriculum. However, too many curriculum changes disrupt the learning sequence. Some pupils cannot recall important learning and what they have been taught. However, they talk positively about lessons. Leaders prioritise reading and pupils enjoy stories, books and discussions about their reading. In some lessons, teachers help pupils learn well. Regardless, inconsistencies in teaching limit the extent to which pupils learn securely over time.

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Leadership and governance Needs attention

Leaders do not evaluate the impact of their work with sufficient precision. Their systems for checking the impact of their work do not consistently demonstrate whether actions are effective. As a result, leaders and trustees cannot evaluate impact accurately or determine whether initiatives improve pupils’ learning and development. Leaders identify appropriate priorities, but they do not sequence improvement work carefully enough. They have introduced too many actions at once, slowing the pace of improvement.

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Leadership and governance Needs attention

Leaders and trustees take appropriate action to address weaknesses. However, these actions have not secured consistent improvements across the school. The effectiveness of teaching remains variable and pupils achieve unevenly. Leaders continue to develop their understanding of this variation and its impact on pupils’ outcomes. Recent changes to the board of trustees' structure have also affected leadership capacity and oversight.

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Leadership and governance Needs attention

Staff value the professional development that leaders provide. However, leaders have not ensured that this training translates consistently into improved classroom practice. Staff feel well supported and share leaders’ commitment to inclusion and the school community. Leaders and trustees promote staff wellbeing and have introduced measures to help reduce workload.

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Leadership and governance Needs attention

Leaders reflect on their practice and welcome challenge. They have improved systems to promote pupils' attendance and behaviour, leading to better routines, engagement and more positive attitudes among pupils. Leaders work effectively with parents and carers, external professionals and the wider community to support pupils and sustain improvements. Trustees demonstrate commitment to the school. They understand their roles and responsibilities and provide appropriate support and challenge through their work with leaders.

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

Pupils contribute positively to the life of the school. They enjoy coming to school because they feel safe and welcome. Staff build warm and supportive relationships with pupils. This creates a nurturing environment. Pupils behave sensibly in lessons and around the school. They enjoy learning and value facilities such as the art room and multi-use hall. Leaders and staff are ambitious for all pupils, including those with special educational needs and/or disabilities. Pupils understand what bullying is and say that it is rare. They trust staff to deal with concerns promptly.

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

In the early years, children become independent, happy learners. They develop positive relationships and learn to work and play alongside others. Staff know pupils and their families well. They understand pupils’ needs and provide effective support. Vulnerable pupils are fully included in school life. Pupils participate in a wide range of clubs and activities, including football, gymnastics and art. They enjoy educational visits and residential experiences.

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

Memorable opportunities include visits to local places of interest and trips further afield. Leaders adapt activities to make sure that all pupils can take part. Pupils build their confidence and value opportunities to perform for parents and carers. They are particularly proud of their artefact mini museum and other displays that celebrate their work. Pupils influence school life through leadership opportunities and initiatives such as the ‘tell me tree’. They share their views confidently and know that adults listen to them.

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

Older pupils welcome responsibility and look forward to supporting younger children. Leaders prioritise pupils’ wellbeing and promote the values of confidence, aspiration, respect and excellence. The school also provides a range of experiences that support pupils’ spiritual and cultural development. As a result, pupils develop into confident and considerate young people. They are well prepared for modern life in Britain.

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Next steps

Leaders should ensure that highly effective teaching is embedded across the school so that all groups of pupils, including those with special educational needs and/or disabilities, make progress through the curriculum, particularly in relation to writing. Leaders should ensure that they identify and address gaps in pupils' knowledge without delay, thereby raising achievement in phonics, the multiplication tables check, and the end of key stage 2 tests. Leaders and those responsible for governance should ensure that they identify weaknesses quickly and provide effective challenge, securing rapid, sustained improvement across the school. Leaders should use assessment information more effectively to identify and address differences in the achievement of vulnerable pupil groups, so that their attainment continues to improve over time.

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About this inspection

This school is part of Cygnus 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, Danielle Lewis-Egonu, and overseen by a board of trustees, chaired by Ryan Clifford.

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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, deputy headteacher, special educational needs and/or disabilities coordinator, trust leaders and other school leaders and staff, pupils and

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Team inspectors:

Barry Blakelock, Ofsted Inspector Sophie Powell, Ofsted Inspector Rupinder Bansil, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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.

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450

Above average parents and carers during the inspection. The lead inspector met trustees, including the deputy chief executive and the chair of the board.

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450

The inspectors confirmed the following information about the school:

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450

The school currently uses no alternative provision.

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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 6 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 needs support 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

2024/25 (final) 56% 62% 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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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 (final) 66% 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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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

2022/23 (final) 47% 44% 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

2022/23 (final) 68% 60% 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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national average

2022/23 (final) 53% 58% Close to average

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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

2022/23 (final) 68% 59% Close to average

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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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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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national average

2024/25 (3 term) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 6.6% 5.9% Close to average

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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 (3 term) 10.3% 13.0% Close to average

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national average

2023/24 (3 term) 13.1% 14.6% Close to average

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national average

2022/23 (3 term) 19.4% 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

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

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