Gildersome Primary School

What Ofsted said

From the inspection on 6 January 2026

Pupils enjoy coming to Gildersome Primary School. They feel safe and are well cared for by staff. They make new friends and enjoy their learning. Pupils show kindness to each other, both in lessons and on the playground. Bullying is rare. The school's nurturing approach ensures pupils feel welcome in the school. The school has improved the curriculum since the last inspection. However, for a small group of pupils who have not secured their basic knowledge in reading, writing and mathematics, actions put in place to address these gaps are at an early stage. Teaching does not consistently focus on addressing these gaps with the urgency needed. Despite this, by the time pupils reach the end of key stage 2, most pupils achieve well in national tests. This means they are ready for their next steps. Pupils with special educational needs and/or disabilities (SEND) are supported and known well by staff. They take the time to fully understand and reduce the barriers which pupils with SEND may have. However, for some pupils, including those in receipt of pupil premium funding, barriers to learning and attendance are not swiftly identified and addressed. Oversight of this group of pupils and the provision in place for them is not well embedded. The school considers pupils' wider development. It offers some extra opportunities to broaden their talents and interests through enrichment experiences. Pupils value taking part in African drumming and the school's established chess club. Although recent improvements to the extra-curricular offer mean staff now track attendance at clubs, not all pupils benefit from these activities. Pupils are increasingly engaging in opportunities within the community. This is helping them to prepare for life in modern Britain as they learn how to interact with a wide range of people. Leaders are dedicated to continuing the improvements that have been made at the school. The overwhelming majority of parents and carers speak highly of the school and the care their children receive.

What the school should improve

• Leaders should ensure that the barriers to learning for pupils who are eligible for the pupil premium are clearly identified and that the actions to address these are effectively implemented by all staff.
• Leaders should ensure that gaps in pupils' foundational knowledge and skills, particularly in reading and writing, are identified and closed quickly.
• Leaders should ensure that the personal development provision is coherently planned to ensure all pupils, particularly those who face barriers to their learning, benefit from this.
• Leaders should ensure that the attendance of pupils with special educational needs and/or disabilities and those who are in receipt of pupil premium improves, including rates of persistent absence.
• Leaders should ensure that the curriculum is consistently implemented effectively, leading to outcomes in all areas which are in line with or above national expectations.
• Leaders should develop a more rigorous approach to identifying weaknesses in provision and the underlying causes and use this information to make sustainable improvements quicky and effectively.

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