Grundisburgh Primary School

Grundisburgh Primary School

Address: Alice Driver Road, Grundisburgh, Woodbridge, Suffolk, IP13 6XH Unique reference number (URN): 124584

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

Personal development and wellbeing Strong standard

Leaders have implemented a personal, social and health education (PSHE) curriculum that meets statutory requirements and is a strength of the school. The curriculum develops pupils’ character, resilience and understanding of healthy relationships. Pupils learn to reflect on their ideas, opinions and beliefs. They show respect for the values of others.

p.2

Personal development and wellbeing Strong standard

Pupils learn how to keep themselves safe, including when online. Through the PSHE curriculum, they discuss topics such as puberty, healthy relationships, different types of families, consent and peer pressure. The show a deep understanding of what they have learned. For example, pupils can confidently explain how to maintain positive friendships and make healthy choices, including around diet.

p.2

Personal development and wellbeing Strong standard

Pupils vote for their peers to take on leadership roles such as school and fairtrade councillors and members of the physical education and eco crews. This helps them to understand democracy. Pupils develop their confidence as they carry out these leadership roles. Leaders check participation in clubs and wider opportunities closely to ensure that all pupils can take part. The curriculum is enriched by a variety of experiences, for example visits to a local castle, beach and farm. These opportunities broaden pupils’ horizons and deepen their understanding of the world.

p.2

Personal development and wellbeing Strong standard

Year 6 pupils are well prepared for the next stage of their education. Leaders place a strong emphasis on easing transition and supporting pupils’ mental health and confidence. This includes work on managing anxieties about secondary school and access to careers information events.

p.2

Personal development and wellbeing Strong standard

Pupils are cared for particularly well. Leaders identify pupils who need additional support quickly and put appropriate help in place. Specially trained staff provide this support. Pupils learn strategies to manage challenges and talk positively about the support they receive. Leaders evaluate the impact of this work carefully. This helps to ensure that they make a meaningful difference, particularly for the most vulnerable pupils.

p.2

Achievement Expected standard

Pupils generally achieve well. They demonstrate secure knowledge of their learning and make meaningful links across subjects. Overall, pupils develop the foundational knowledge they need in reading, writing and mathematics securely. As a result, by the end of Year 6, pupils usually attain standards in reading, writing and mathematics that are in line with or above national averages. Pupils are well prepared for the next stage of education when they leave the school.

p.2

Achievement Expected standard

Pupils learn the phonics knowledge and early reading skills they need to access the curriculum successfully. Most pupils meet the expected standard in the Year 1 phonics screening check. Pupils who require additional support are generally helped well to make progress through the curriculum, including in reading.

p.2

Achievement Expected standard

In writing, the achievement of some pupils is limited because misconceptions and gaps in important prior knowledge are not consistently identified and addressed. As a result, some pupils do not fully secure the knowledge they need. In mathematics and writing, a small number of pupils do not attain as highly as they could because teachers do not consistently provide sufficient challenge.

p.3

Attendance and behaviour Expected standard

Overall, pupils’ attendance is better than in most primary schools. Leaders prioritise attendance and punctuality. They analyse attendance information regularly. Leaders recognise that some pupils, particularly those with special educational needs and/or disabilities and those who are disadvantaged, face specific, individual barriers to regular attendance. To address this, leaders provide tailored pastoral support, which helps pupils to attend school more regularly. Leaders are at an early stage of developing their strategy to reduce absence due to term-time holidays.

p.3

Attendance and behaviour Expected standard

Pupils know and understand the school rules of being kind, being safe and being ready to learn, which they helped to write. Typically, pupils have positive attitudes to learning. In lessons, they settle quickly, listen attentively, and take clear pride in their work. The school's routines are understood by pupils. As a result, pupils are well behaved in lessons, learning is rarely disrupted and little learning time is lost. Pupils enjoy playing together at breaktimes and lunchtimes. They value the wide range of resources that the school provides. On the rare occasions bullying occurs, leaders deal with it quickly and effectively, as they do with any other behaviour incidents. Staff make appropriate adaptations for pupils who need bespoke support to meet the school's expectations of behaviour.

p.3

Curriculum and teaching Expected standard

Leaders have implemented a curriculum designed to help pupils build on what they know across different subjects over time. It is generally taught well.

p.3

Curriculum and teaching Expected standard

Staff teach phonics accurately and consistently. As a result, pupils build their early reading skills with confidence. Teachers develop pupils’ vocabulary effectively and use questioning skilfully to deepen understanding. For example, teachers help pupils understand how rhetorical questions influence the reader. As a result, pupils understand the purpose and audience of their writing and explain their learning confidently. However, teachers do not consistently identify and address misconceptions. Consequently, some pupils continue to make basic errors in their writing and do not fully secure important knowledge. Leaders are beginning to address this.

p.3

Curriculum and teaching Expected standard

Overall, teachers have thorough subject knowledge and present information clearly. They typically use resources and materials appropriately to help pupils remember important knowledge. Teachers make effective use of resources and adaptations to support pupils’ learning. Alongside clear routines, these resources and adaptations help pupils learn well. Support staff provide effective support in lessons. Sometimes, teachers do not provide sufficient challenge in writing and mathematics for pupils who are capable of higher attainment. Leaders have begun to implement strategies to address this.

p.3

Early years Expected standard

Children join Reception feeling safe, happy and ready to learn. This is because leaders have established a carefully planned transition process that prepares children and their families well for starting school. Warm and nurturing relationships continue once children start school. As a result, children settle quickly and begin learning. Children who need additional help, including children with special educational needs and/or disabilities, are identified early and receive effective support. Clear routines and high expectations support calm transitions and positive behaviour.

p.4

Early years Expected standard

Leaders have established a well-sequenced and detailed curriculum. Staff provide purposeful activities that build children’s knowledge and understanding. Teachers design these around weekly themes, such as the seaside, which children help to choose. Staff create a calm and purposeful learning environment that helps children to focus on learning. Staff guide children towards tasks that strengthen their phonics and mathematical understanding and help them to learn successfully.

p.4

Early years Expected standard

Leaders prioritise early reading. Staff foster a love of books and centre new learning around high ‑ quality texts. Phonics is taught consistently well. Children use their growing knowledge of sounds to read with increasing accuracy and fluency. Staff model precise vocabulary and revisit key language. This enables children to develop strong communication skills. As a result, children are well prepared for Year 1.

p.4

Inclusion Expected standard

Leaders ensure that pupils feel a sense of belonging and achieve well.

p.4

Inclusion Expected standard

Staff identify pupils’ needs accurately and early. From the moment children enter the early years, leaders work closely with families and other professionals to secure appropriate support. Pupils' targets are set and reviewed in a timely manner. These targets are usually precise. The support pupils with special educational needs and/or disabilities receive generally helps them to access the same learning as their classmates. Leaders ensure that staff receive appropriate training and typically implement agreed strategies with confidence and skill. As a result, pupils benefit from effective support.

p.4

Inclusion Expected standard

Leaders have a secure understanding of pupils’ needs and track their progress closely. Additional funding is used effectively to remove barriers for disadvantaged pupils. Leaders know this because they check the impact of the actions and strategies supported by additional funding.

p.4

Inclusion Expected standard

Leaders put in place individualised timetables for those pupils who need them. They ensure that these pupils receive other appropriate support. As a result, these pupils' barriers to learning and/or wellbeing are reduced.

p.4

Leadership and governance Expected standard

Leaders and governors make decisions with pupils’ best interests at heart. For example, they have invested in a wide range of resources for pupils to use at lunchtimes. Pupils know this has helped them to enjoy playing and socialising together.

p.5

Leadership and governance Expected standard

Leaders know the school well. They use a range of approaches to identify strengths and areas for development. Over time, leaders address areas that need to improve effectively. For example, leaders have improved the curriculum and teaching of phonics. This has resulted in consistently effective teaching of early reading and higher levels of achievement. Leaders have started to improve how quickly and effectively teachers identify and address errors in pupils’ writing. This work is at an early stage, so it is not yet possible to evaluate its impact on pupils’ achievement. Leaders’ strategy to increase the proportion of pupils attaining beyond the expected standard requires further development. Leaders and governors ensure that pupils facing disadvantage are taught well and experience success.

p.5

Leadership and governance Expected standard

Leaders provide suitable professional development for staff. Together with governors, leaders prioritise staff wellbeing and workload. Staff feel supported and proud to work at the school. Governors are dedicated to the school's development and carry out their statutory duties effectively. Parents and carers are typically very supportive of the school.

p.5

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

Pupils begin each day in a warm and positive way. They are greeted by staff with genuine care. Pupils feel safe and ready to learn as a result of these friendly conversations and routines they know well.

p.5

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

Pupils benefit from a well-taught and ambitious curriculum. They enjoy their learning. Over time, pupils achieve well. High-quality phonics teaching helps them to become confident and fluent readers. Typically, pupils are well prepared for the transition to secondary school. However, in some subjects, pupils do not always secure important knowledge as well as they could because teachers do not consistently identify and address misconceptions.

p.5

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

Across the school, pupils behave well. They show respect for staff and for one another. Lessons are calm and pupils move around the school sensibly. Bullying is rare. Staff deal with concerns quickly. Pupils learn to reflect on their actions and make better choices. Pupils like having afternoon tea with a senior leader to celebrate when they have shown the school's values. Pupils appreciate the opportunity to play and socialise at lunchtimes with their friends from different year groups.

p.5

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

From the early years, children are known well as individuals. Pupils' barriers to learning are identified quickly. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils.

p.5

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

Pupils feel safe and well cared for. They trust staff and know who to speak to if they are worried. Parents and carers say staff know their children well and support them with kindness and skill. Pupils attend school regularly. When this is not the case, leaders promptly identify barriers to attendance. They provide the right support at the right time, which helps to reduce absence.

p.5

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

The school offers a wide range of clubs, trips and leadership roles. Pupils enjoy these opportunities and take pride in their responsibilities. They help pupils grow in confidence and prepare them well for life beyond primary school.

p.6

Next steps

Leaders should to continue to work with teachers so that they consistently and systematically check pupils' understanding and use this to more effectively tackle pupils’ misconceptions and embed key knowledge. Leaders should further develop and implement their strategy to ensure that all pupils achieve as well as they can to increase the proportion of pupils who attain the highest standards, especially in writing and mathematics.

p.6

About this inspection

The chair of the board of governors in this school is Debbie Standring.

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 the headteacher, some governors, including the chair of the governing body, and groups of staff and pupils during the inspection. Inspectors also spoke with a representative from the local authority and some parents and carers.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently makes use of one alternative provision, which is unregistered.

p.6

About this inspection

The school runs a breakfast and after-school club for pupils in the school.

p.6

Lead inspector:

Mark Carter-Tufnell, His Majesty's Inspector

p.7

Team inspectors:

Rowena Simmons, Ofsted Inspector Vicki Webber, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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

average

2024/25 (final) 67% 62% Close to average

p.9

average

2022/23 (final) 64% 60% Close to average

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

average

2024/25 (final) 75% 72% Close to average

p.10

average

2022/23 (final) 76% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 79% 74% Close to average

p.10

average

2022/23 (final) 76% 73% Close to average

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

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.

p.12

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

gap

‘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.

p.14

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

Persistent absence

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

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.15

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