Gosford Park Primary School

What Ofsted said

From the inspection on 12 November 2024

Gosford Park is a friendly school. There is a strong and caring ethos. Adults build warm relationships with pupils. Pupils spoke positively about their teachers and their lessons. They typically said that the 'teachers are amazing, they never doubt us and they are always there for us.' Pupils feel safe and enjoy coming to school. They know who their trusted adults are. Pupils are proud to be members of the school community and say that everyone is respected. One pupil, who reflected the views of many, stated, 'We are one community; many cultures, growing and learning together.' Generally, pupils follow the school rules in lessons. However, this is variable during less structured times, such as lunchtime when pupils find it harder to exercise self-control. The school has developed a curriculum that is suitably ambitious for pupils. However, the curriculum is not implemented consistently well, including in the early years. Expectations for some pupils are not high enough. Some pupils do not achieve as well as they should. Pupils' personal development is a strength. They enjoy developing their interests in several activities, including athletics and dodgeball. Pupils are eager to take on responsibilities in school, such as librarians and play leaders. They enjoy community events, such as litter picking and school trips. Pupils develop into active and responsible citizens.

What the school should improve

• The school is not sufficiently robust enough in identifying the impact of the curriculum on pupils' learning. Consequently, the most effective actions are not put into place and, therefore, outcomes are not improving. The school should ensure that monitoring activities focus on the impact of the curriculum to enable the school to take appropriate action to make the improvements needed.
• High-quality and regular support for pupils at the early stages of reading is too variable and in some cases strategies for developing fluency are not always continued beyond the phonics programme. This means that some pupils are not learning to read as well as they should. The school should ensure that pupils at the early stages of learning to read have regular opportunities to practise and are encouraged to use strategies taught to help them become independent readers.
• The school has not identified gaps in pupils' knowledge. As a result, pupils do not develop a deep understanding of their learning in some subjects, including in mathematics. The school should ensure that gaps in pupils' knowledge are identified and addressed and that all pupils achieve well.
• Some pupils' absence is too high. These pupils are missing their education too often. The school should embed their approach to supporting and challenging some parents to ensure that their children attend more often and, therefore, benefit from the school's provision.
• The activities and resources that are provided to children in the early years lack focus and opportunities to develop communication are limited. Consequently, children do not learn as well as they should. The school should ensure that all activities have a sharp focus on what children should achieve with increased, high-quality interactions with adults.

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