The Grange Primary School

What Ofsted said

From the inspection on 1 November 2023

The Grange Primary School is a caring and welcoming school. Pupils enjoy attending. Staff care for pupils and ensure that they are safe and feel valued. Until recently, the school has not identified that the quality of education pupils experience has not been good enough. With the support of the local authority, the school is now working with determination to improve the quality of education and other aspects of the school. Many of these changes are at the early stages. Presently, the education that pupils receive, including those pupils with special educational needs and/or disabilities (SEND), does not prepare them as well as it should for their next steps. Pupils are generally kind to each other and play well at playtimes. However, in classrooms, poor behaviour can disrupt learning. Adults do not have consistent expectations of pupils' behaviour. Some adults do not manage pupils' behaviour well. Some pupils hold leadership roles, such as on the school council or as well-being ambassadors. Others regularly visit a local care home to read to residents. These opportunities help pupils to understand how they can contribute to their community. Recently, leaders have established opportunities for parents and carers to come into school for activities such as coffee mornings and cooking classes. These events are strengthening the school's relationship with the community. There is a variety of clubs for pupils to develop their talents and interest, such as gardening club and 'music jukebox'.

What the school should improve

• Some pupils who are at the early stages of learning to read do not receive the support they need to catch up. As a result, they continue to struggle with reading. The school should ensure that all pupils who need support with reading receive this frequently and in a timely manner.
• Some staff do not have the subject or pedagogical knowledge they need. As a result, some of the explanations given by teachers and the activities they choose do not help pupils, including those with SEND, to remember the important knowledge they need to know. The school should ensure that staff receive appropriate training to help them to teach the curriculum well.
• Staff do not systematically check pupils' understanding. As a result, staff do not adapt the curriculum to help pupils, including those with SEND, address misconceptions or fill gaps in their knowledge. The school should work with staff to develop strategies to check that pupils are learning the content identified in each curriculum.
• There is variability in the expectations of pupils' behaviour among staff. In some lessons, low-level disruption and pupil disengagement are not well managed. The school should ensure that there is a clear understanding of how pupils should behave and a consistent approach to ensure pupils meet this expectation.
• The curriculum for pupils' personal development is not complete. At present, pupils do not learn and remember the knowledge they need to be well prepared for life in modern Britain. The school should continue to strengthen the curriculum for pupils' personal development to ensure that pupils learn the knowledge they need.
• The governing body has a number of vacancies. Some governors have not had sufficient training. As a result, the governing body does not hold school leaders to account for their actions effectively. The governing body should work to build its capacity and knowledge in order to better hold leaders to account.

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