Griffin Park Primary School

What Ofsted said

From the inspection on 16 June 2026

Pupils feel happy in school because they are helped to feel safe, supported and recognised as individuals. Leaders know families well. This sense of belonging encourages pupils' regular attendance and fuels their enthusiasm for learning. Classrooms are abuzz with purposeful learning activity. Pupils show commitment and sustain concentration in lessons. Those with special educational needs and/or disabilities benefit from precise, well-matched support. Pupils develop a love of reading, strengthened by opportunities such as ‘reading gladiators’ who read with staff at lunchtimes. Older pupils leave key stage 2 ready for the demands of secondary school, including those pupils who are disadvantaged. However, children in the early years do not gain the secure foundations that they need to move seamlessly into key stage 1. This limits how well some begin their writing journey within the school. Pupils feel part of a community that values kindness and respect. They move calmly around the school and show care for one another. This creates a settled atmosphere where learning is rarely disrupted. Pupils cooperate well together and show kindness to one another. Bullying is rare. Should it occur, leaders act quickly and deal with it effectively. Pupils recognise ‘Gilbert Griffin’, the school mascot, as a representative and reminder of positive behaviour. This helps pupils to understand the importance of compassion. Year 6 pupils wear their leavers’ jackets with pride. Pupils are fond of their school and endeavour to uphold its values. Pupils, including those who face additional challenges, take part in experiences that extend beyond the classroom. These opportunities raise pupils’ aspirations and develop their talents. For example, pupils visit universities and learn to play brass instruments. Leaders ensure that pupils' experiences contribute to their preparation for life beyond school. For example, younger pupils learn about the role of the emergency services through fire safety visits. Older pupils learn about risks such as anti-social behaviour and knife crime through visits from the police.

What the school should improve

• Leaders should ensure that staff in the early years have the necessary expertise to design learning that helps children to learn all that they should in readiness for their next stage of learning.
• Leaders should ensure that early writing is developed consistently well in the early years so that pupils in key stage 1 do not have gaps in their knowledge and can access the curriculum fully.
• Leaders should ensure that staff use assessment information more effectively, including in the early years, to reshape their teaching so that learning activities better match pupils' needs.

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