Giggleswick Primary School

What Ofsted said

From the inspection on 27 February 2024

At Giggleswick Primary School, pupils are proud of their school and their community. There is a strong family feel, with pupils genuinely caring for each other. One pupil said, 'We are all one big family.' Pupils are respectful as they move around school. They speak politely to adults and visitors. Adults have positive relationships with pupils. Pupils are safe. The school has high expectations for learning and behaviour. The school's values of 'respect, friendship, kindness and love' help pupils to behave well. They are rewarded with house points. Pupils take their responsibilities seriously. As prefects, they are positive role models for behaviour. They lead assemblies on 'magnificent manners'. Pupils understand and respect difference. They welcome new pupils. They have a clear understanding of democracy and how this is used in school to vote. They know how to stay safe online. They understand different religions and recognise that some people do not have a faith. They know it is important to respect all beliefs. This helps them to understand that discrimination of any kind is wrong. The school provides regular opportunities for pupils to contribute to the local community. Pupils benefit from opportunities such as participating in services at the village church and taking part in the local 'flowerpot trail'. Parents and carers provide valuable support to the school through, for example, fundraising for new books and equipment.

What the school should improve

• Some older pupils do not have the skills to recall multiplication and number facts with speed. This means that they struggle to answer more complex mathematical problems accurately. The school should ensure that the mathematics curriculum identifies the strategies that will allow pupils to build an automatic recall of multiplication tables and number facts.
• In some areas of the curriculum, including in the early years, the school's assessment systems are not fully developed. This means that the school does not have a secure understanding of the essential knowledge that pupils are remembering. The school should continue to develop an effective system to check how well pupils learn and retain key knowledge.
• In the key stage 2 reading curriculum, the school has not identified the most important knowledge that it wants pupils to learn. This means that some pupils are developing gaps in their reading knowledge. The school needs to develop a clearly sequenced approach to teaching reading in key stage 2 to ensure that all pupils become confident and fluent readers.

Read the full Ofsted report (opens in a new tab)