Grampian Primary Academy

What Ofsted said

From the inspection on 8 November 2022

Grampian Primary is a school where everyone celebrates the many different faiths and cultures of families and pupils. Pupils respect each other's similarities and differences. Determined staff work hard to help pupils to aspire to achieve well. The school's 'CAN' values drive pupils to be brave, enthusiastic and motivated, in a safe, happy and welcoming environment. The 'League of Rocks' superheroes are important to everyone. Pupils are rewarded when they show characteristics linked to one of the 'Rocks'. These are 'reacher', 'creator', 'reflector', 'resolver', 'teamer' and 'thinker'. Pupils apply these characteristics to their work and behaviour. Pupils are well behaved. Those who struggle to manage their behaviour are well supported. Pupils say that if someone is being bullied, they know what to do. If they have a worry, there is always someone in school to help them. The school's well-planned curriculum is helping pupils to learn effectively. Staff have high ambitions for pupils. This includes in the early years. Children who join the school's Nursery do well, and are well prepared to start in the Reception Year. In some subjects, the curriculum is relatively new. Occasionally, teachers do not adapt the curriculum to meet the needs of some pupils. Gaps in pupils' knowledge are not always correctly identified.

What the school should improve

• In some subjects, such as art and design, the curriculum is at an early stage of implementation. Teachers have not had time to teach and evaluate the effectiveness of all of the curriculum units that they deliver. Leaders, including subject leaders, should continue to evaluate the impact of these curriculum subjects to make sure the content is as well sequenced as possible.
• Teachers are delivering the school's curriculum. Occasionally, teachers are not using their professional knowledge to adapt their teaching to meet the needs of the pupils. Leaders must ensure teachers use their knowledge of their pupils to adapt the curriculum and teaching to meet the needs of the pupils in their care.
• Teachers do not always identify the precise gaps that may emerge in pupils' knowledge. Occasionally, these gaps go unidentified. Leaders must ensure assessments are precise enough to spot specific gaps, and that intervention teaching is targeted to close these gaps in knowledge.

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