The Grove Primary School

What Ofsted said

From the inspection on 25 January 2023

Pupils, and children in the early years, enjoy learning at The Grove Primary School. Leaders have developed a broad and balanced curriculum with high aspirations for all pupils. The school is inclusive and uses a range of approaches to meet the needs of all. The motto is 'The Grove School Cares', and this is tangible in the work that the school does. Leaders are passionate that children become readers as soon as they can. The teaching of early reading is effective, and the school's chosen reading scheme is delivered consistently well. Pupils feel safe, and have positive relationships with staff across the school. Pupils' behaviour is good. Leaders are taking appropriate steps to support a small number of older pupils with more complex needs. Leaders deal with any incidents of bullying quickly and effectively. There is a determination for children to get off to the best start in school - early years is a clear area of strength. Children in early years quickly acquire the skills they need to manage their own feelings and behaviour and to form successful relationships with their friends. They have strong relationships with staff, and flourish as a result of the teaching and care they receive.

What the school should improve

• Records about staff safeguarding training and understanding of policies such as the whistle-blowing policy are not all kept in one place. This means that it is possible that some staff could be missed when checks on safeguarding training are carried out. Leaders should ensure that records relating to safeguarding are complete and kept in one place.
• In some subjects, assessment systems are not fully embedded and sometimes assess knowledge that has yet to be taught. This means that teachers do not have sufficient information to ensure that the next steps that they plan for pupils are accurate. Leaders should continue to develop and embed systems for assessment across all subjects.
• Leaders' analysis of information about pupils' attendance, in some cases, does not lead to a sufficiently proactive approach to improve the attendance of some pupils. This means that these pupils are missing too much of their learning. Leaders should make better use of attendance information so that their approach to improving pupils' attendance shifts from largely reactive to proactive.

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