Goddard Park Community Primary School

Goddard Park Community Primary School

Address: Welcombe Avenue, Park North, Swindon, Wiltshire, SN3 2QN Unique reference number (URN): 136293

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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

Work to improve pupils' important curriculum knowledge and skills in speaking and listening, reading, writing and mathematics is having a positive effect. Outcomes in Year 1 phonics, mathematics and multiplication have improved. Key stage 2 writing attainment compares favourably with similar schools. Reading is a clear priority. The weakest readers are identified accurately and receive targeted support from trained staff. Pupils are developing increasing fluency and confidence. Disadvantaged pupils achieve well when compared with similar pupils nationally and in similar schools. Attainment at the end of key stage 2 increasingly reflects the progress pupils make from their starting points. This is most evident for pupils who join the school in Nursery or the Reception Year, as they benefit from early identification and effective support for their additional needs.

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Achievement Expected standard

Pupils acquire the knowledge and skills required for the next stage of education. Leaders are determined that every pupil has the support and encouragement to be 'the best they can be'.

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Attendance and behaviour Expected standard

Attendance is broadly in line with national averages for most groups, including pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders identify and support pupils whose attendance raises concerns and work closely with families to understand the barriers to regular attendance. Staff know pupils well and provide a welcoming start to the day. For example, breakfast in the 'nest' helps many pupils attend regularly and feel connected to school.

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Attendance and behaviour Expected standard

Leaders provide personalised support which has a significant impact on attendance for many pupils. Despite this work, absence levels remain too high for a few pupils. Leaders acknowledge that they do not yet consistently evaluate the effectiveness of these actions to refine their support further.

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Attendance and behaviour Expected standard

Behaviour across the school is calm and orderly. Pupils understand routines and expectations and generally demonstrate positive attitudes to learning. Working relationships between pupils and staff are respectful and caring. Pupils enjoy social times and play well together. They report feeling safe at school. Incidents requiring suspension have reduced significantly. There have been no permanent exclusions. Leaders and staff support pupils in being ready to learn and engaged in the classroom. As a result, most pupils settle quickly and engage positively with learning.

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Curriculum and teaching Expected standard

Leaders have recently introduced a redesigned curriculum from early years to Year 6. The curriculum is designed and sequenced to build knowledge over time and reflects the requirements of the early years framework and national curriculum. Leaders have prioritised reading, phonics, writing and mathematics to strengthen pupils' essential curriculum knowledge. Phonics is delivered consistently, with staff demonstrating secure understanding of the programme. They ensure that books closely match pupils' reading knowledge.

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Curriculum and teaching Expected standard

Staff understand pupils' starting points and generally make suitable adaptations that enable pupils with additional needs to learn. In many lessons, teachers use whole-school agreed approaches to support understanding. Leaders have ensured that pupils who have not secured the necessary knowledge and skills in reading, writing and mathematics receive timely support.

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Curriculum and teaching Expected standard

With the introduction of the new curriculum, leaders correctly identified that staff would need support to implement it effectively. This included a sharp focus on developing pupils' language and vocabulary to support their understanding, thinking and discussions. On the whole, the new curriculum is taught well. Teachers check pupils' understanding and use this to shape future learning. There is a whole-school commitment to ensuring that pupils move through the school well prepared for their next stage of education.

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Early years Expected standard

Leaders have placed early years at the heart of school improvement. They have a clear understanding of the quality of provision. Statutory requirements are met. Children benefit from safe, nurturing and well-organised environments. Children settle quickly into routines, demonstrate increasing independence and are cared for by staff who know them well.

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Early years Expected standard

The curriculum is carefully designed around children's starting points and focuses on developing communication, language, physical development, personal and social growth and mathematical understanding. Staff identify gaps in learning quickly and provide targeted support so that children build secure foundations for future learning. High-quality interactions and carefully structured learning experiences help children acquire new knowledge and vocabulary effectively.

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Early years Expected standard

Phonics teaching is delivered consistently and with fidelity to the chosen programme. Staff model letter sounds accurately, check children's learning regularly, and ensure that reading materials are appropriately matched to children's developing knowledge. There is a clear focus on vocabulary development, supported by appropriate speech and language programmes. Children make positive progress from their starting points in all seven areas of learning. Consequently, children develop the confidence, knowledge, skills and behaviour needed to move successfully into Year 1.

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Inclusion Expected standard

Leaders have established an inclusive culture where pupils' needs are identified quickly and accurately. Staff know pupils and families well and work proactively with parents and carers, external agencies and professionals to reduce barriers to learning and wellbeing successfully. Pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care benefit from carefully planned support that enables them to participate fully in school life. Suitable adaptations, including the use of specialist resources and targeted support, help pupils learn the same curriculum as their peers, while promoting increasing independence. Leaders work effectively with staff to implement a graduated approach to support. Education, health and care plans are considered appropriately when curriculum adaptations are made. Staff are deployed effectively and generally support pupils to engage successfully

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Inclusion Expected standard

in learning alongside their classmates. Leaders have a secure understanding of pupils' needs and use evidence to shape support, using additional funding appropriately.

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Inclusion Expected standard

Leaders evaluate the impact of additional support carefully. As a result, barriers to learning are often reduced successfully. Leaders acknowledge that there is work to do to further strengthen the evaluation of the impact of some support for pupils who experience barriers to their learning.

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Leadership and governance Expected standard

Leaders, including governors, have a clear understanding of the school and the community they serve. They have worked effectively with external school improvement partners to introduce the new curriculum, strengthen professional development and improve the accuracy of school evaluation. Staff value leaders' support. They describe leaders as approachable and report that workload and wellbeing are considered carefully.

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Leadership and governance Expected standard

Leaders have created a positive culture, built on high aspirations, positive working relationships and a commitment to continuous improvement. They know pupils and their families very well and work proactively with external agencies to secure timely support for pupils when necessary, for example to safeguard pupils and secure additional funding and specialised support for pupils with special educational needs and/or disabilities. Many parents and carers speak positively about the care and support they and their families receive. The impact of leaders' work is particularly evident in the early years, where routines and effective teaching are helping children make a positive start to their education. Improvements in phonics, mathematics, and aspects of writing demonstrate that leaders' actions are increasingly securing improvements in pupils' achievement. The support, training and challenge provided through external improvement partners have further enhanced

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Leadership and governance Expected standard

As a result of leaders' bold and timely decisions, the school is well placed for further development. However, some checks are less precise and could be sharper to ensure that improvements are implemented consistently and have a sustained impact on pupils' outcomes.

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Personal development and wellbeing Expected standard

Leaders have developed a broad and thoughtfully designed programme that supports pupils' personal development and wellbeing effectively. The school's values of kindness, respect, perseverance, courage and pride underpin school life and are reflected in pupils' interactions with staff, visitors and one another. Pupils report that they enjoy school, feel safe and know that trusted adults will help them if they have any concerns.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of opportunities that broaden their understanding of the world. Events such as Black History Month, Pride Month, Neurodiversity Month and the annual 'festival of light' help pupils learn about diversity and inclusion. Leaders have carefully identified enrichment experiences designed to expand pupils' cultural awareness and aspirations. However, pupils' knowledge of these experiences and some areas of the personal, social and health education curriculum are not fully developed. For example, pupils' knowledge and understanding of fundamental British values beyond the school setting is not yet secure.

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Personal development and wellbeing Expected standard

Outdoor learning provision and a variety of clubs contribute positively to pupils' wider development. Leaders look for opportunities to support and enhance pupils' talents and interests. This work is successfully supported by the '12 experiences' leaders have identified that every pupil will have the opportunity to complete while at the school. For example, riding a train and learning to play a musical instrument. Pupils look forward to and thoroughly enjoy residential visits. Leaders have ensured that personal development opportunities are available to all pupils.

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Personal development and wellbeing Expected standard

Pupils have a secure understanding of how to stay safe online and can discuss healthy lifestyles and relationships. They are encouraged to contribute to school life through leadership opportunities, such as serving on the school council. Pupils engage positively in discussions during personal, social and health education lessons. Community food-sharing initiatives, for example, help pupils learn what it means to be an active citizen and contribute positively to their community.

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

Pupils at Goddard Park Community Primary School describe their school as a welcoming, caring and inclusive place where they feel safe and valued.

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

Pupils enjoy coming to school and speak positively about their experiences. They are greeted warmly by staff who know them well. This helps pupils to feel secure and ready to learn each day. Across the school, routines are clear and well established. Pupils understand expectations around being ready and respectful, contributing to a calm atmosphere in classrooms, corridors and during social times. They understand how to keep themselves safe, including online. Pupils behave well, follow instructions and show positive attitudes towards their learning. Pupils play happily together at break and lunchtime, often across different age groups. Bullying is rare.

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

The school provides a broad range of opportunities that support pupils' personal development. Pupils learn about important values, such as kindness, respect, courage, perseverance and pride. They take part in events that celebrate diversity and inclusion. Pupils benefit from enrichment opportunities, including outdoor learning, clubs, leadership roles and themed celebrations throughout the year. These experiences help pupils develop confidence, broaden their understanding of the wider world and strengthen their sense of belonging within the school community.

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

Pupils are encouraged to achieve their best and are supported to develop the knowledge, skills and confidence needed for future success. Reading is given a high priority. Effective phonics teaching helps younger pupils build firm foundations for their future learning. Older pupils develop their knowledge and skills across the curriculum in preparation for secondary education. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, receive support that helps them access learning and make

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Team inspectors:

Kerrise James, Ofsted Inspector Tracey Porter, Ofsted Inspector Sarah Steer, Ofsted Inspector

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Facts and figures used on inspection

progress from their starting points. As a result, pupils experience a school community where they succeed, develop independence and become increasingly well prepared for the next stage of their education.

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Next steps

Leaders should continue their work to refine and target their attendance work with parents and carers so that attendance for all pupils, including disadvantaged pupils, continues to rise. Leaders should strengthen their monitoring and analysis of the impact of the school's work to support strategic decision-making and drive future improvement.

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About this inspection

The chair of the board of governors in this school is Kenan Harrison.

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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 serves as HMIs.

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About this inspection

Inspectors spoke with the head of school and other senior leaders, the chair and vice-chair of governors and representatives from the local authority during the inspection. External school improvement partners from a local multi-academy trust were also present 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

The school currently uses no alternative provision.

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About this inspection

Head of School: Jo Harding 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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About this inspection

The inspector(s) used this data during the full inspection on 15 September 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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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) 59% 62% Close to average

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average

2023/24 (final) 54% 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 (final) 70% 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 (final) 76% 72% Close to average

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average

2023/24 (final) 73% 72% Close to average

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average

2022/23 (final) 69% 71% 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 (final) 72% 74% Close to average

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average

2023/24 (final) 68% 73% Close to average

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average

2022/23 (final) 73% 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 (final) 44% 47% Close to average

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average

2023/24 (final) 46% 46% Close to average

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average

2022/23 (final) 39% 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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national average

2024/25 (final) 64% 63% Close to average

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national average

2023/24 (final) 57% 62% Close to average

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national average

2022/23 (final) 50% 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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average

2024/25 (final) 67% 59% Close to average

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average

2022/23 (final) 61% 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

2024/25 (final) 58% 61% Close to average

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average

2023/24 (final) 59% 59% Close to average

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average

2022/23 (final) 65% 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) 5.5% 5.2% Close to average

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national average

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

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national average

2022/23 (3 term) 6.0% 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) 15.1% 13.0% Close to average

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national average

2023/24 (3 term) 14.2% 14.6% Close to average

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national average

2022/23 (3 term) 16.0% 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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