Gunthorpe Primary School

What Ofsted said

From the inspection on 4 March 2025

Pupils attend a school that is improving. Recent curriculum changes are still taking effect. Though expectations for what pupils can achieve have risen, this is not yet consistent across the school. Sometimes, pupils do not consistently receive the guidance they need to succeed. When this occurs, pupils may struggle to complete tasks, leaving their difficulties unaddressed. Pupils' behaviour has improved significantly. The 'golden rules' and assemblies that explain them set the standard. The 'golden rules awards' celebrate pupils who always behave kindly. Staff do not excuse or normalise challenging behaviour when it occurs. Instead, they address it appropriately to maintain a safe and orderly environment. However, pupils with additional needs sometimes struggle in lessons and their behaviour reflects this when staff support is not fully effective. The revitalised playtimes are working wonders. Pupils are happy because staff arrange activities based on their ideas. They can try slacklining, play with tyres and loose parts, or dig in the staff-built sandpit. Before new activities start, assemblies teach pupils how to use equipment safely. For pupils who find playtimes challenging, there is 'The Zone' where staff provide a calm, welcoming space. Care like this makes the school a safe place for all pupils.

What the school should improve

• Some pupils lack the prior knowledge needed to access the ambitious curriculum changes. Variation in how understanding is checked and new learning is explained means pupils struggle to catch up on missed content and secure their grasp of new concepts. The school should strengthen how checks on pupils' learning inform the teaching and help to support pupils in building knowledge and skills incrementally and securely.
• Too many pupils struggle to write legibly and accurately. This affects their ability to communicate their understanding and makes it harder to assess their learning. The school should consider how best to strengthen writing instruction across the curriculum, including in the early years, so that pupils receive clearer guidance and appropriate support.
• The system for identifying and meeting the needs of pupils with SEND does not always include precise, measurable short-term targets. This makes it difficult to assess the impact of support and adjust strategies effectively. As a result, some pupils disengage from learning, complete work incorrectly or display heightened behaviour due to uncertainty. The school should consider how the approach to target setting could be refined to support clearer evaluation and responsive adjustments.

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