Grinling Gibbons Primary School

What Ofsted said

From the inspection on 21 September 2022

Pupils are believed in and are taught to believe in themselves. All staff are ambitious for pupils. They strive for all to achieve highly in their learning. In most subjects, the curriculum is shaped by aspirational goals for what pupils need to learn and remember over time. Pupils' behaviour and attitudes are exemplary. Pupils treat each other with respect. Throughout the school, staff set clear and consistent expectations for behaviour. Classrooms are calm and orderly. Low-level disruption is rare and when it does occur it is addressed quickly and without a fuss. Pupils understand what bullying is. In the event of any problems, adults sort things out for them. Pupils' personal development is exceptionally well catered for. Activities designed to broaden pupils' experiences are popular and carefully planned. Pupils learn about both the rich diversity of their local community and the wider world. Understanding difference, as well as recognising their own unique strengths and talents, feature strongly in what pupils are taught. Leaders want pupils to aim high in their future lives. This expectation is woven through all aspects of school life. Pupils' individual goals are celebrated and nurtured. Pupils have a strong sense of pride in who they are, their school and the community they are from.

What the school should improve

• Some of senior leaders' aims for the curriculum are new. Subject leaders' and teachers' expertise in implementing the new curriculum is still developing. The leadership team needs to continue to prioritise developing the subject knowledge of teachers and subject leaders, so that pupils' knowledge develops and deepens equally well in all subjects.
• In subjects other than English and mathematics, assessment is not providing teachers with useful information to enable them to identify gaps and plan next steps in learning with precision. As a result, teachers are spending time on assessment approaches that are not useful. Leaders need to ensure the assessment of the wider curriculum is informative and identifies pupils' gaps in learning.

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