|Name||Ghyllgrove Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 May 2019|
|Address||The Gore, Basildon, Essex, SS14 2BG|
|Religious Character||Does not apply|
|Number of Pupils||495 (51% boys 49% girls)|
|Number of Pupils per Teacher||23.1|
|Percentage Free School Meals||20.9%|
|Percentage English is Not First Language||18.4%|
|Pupils with SEN Support||13.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school is larger than the average-sized primary school. The proportion of disadvantaged pupils is significantly above the national average. The proportion of pupils with SEND is above the national average, including those who have an education, health and care plan. Ghyllgrove Primary School was formed through the amalgamation of the community infant school and junior school in September 2018. The school has a specialist resource base. It caters for seven pupils who have hearing impairments. This was checked as part of this inspection. There is also alternative provision on the school site to support pupils with social, emotional, and mental health (SEMH) needs. Referrals are via the primary SEMH panel. No pupils on the school roll attend this provision. Evidence of its effectiveness was not collected as part of this inspection.
Summary of key findings for parents and pupils
This is a good school The headteacher and governors have skilfully amalgamated the infant and junior schools. Staff work well to achieve common goals. Leaders have established a real community school that serves the needs of pupils, parents and carers well. Pupils’ spiritual, moral, social and cultural development is a strength. Progress and attainment at key stage 2 have consistently been in line with national averages. Current progress is similarly strong. Staff benefit from useful training that equips them with valuable skills, helping them to develop professionally. Teachers plan learning that enthuses pupils and helps them develop key skills. Pupils make good progress over time and are well supported by the team of teaching assistants. In recent years, pupils’ attainment at the end of key stages 1 and 2 has been broadly in line with national averages. Attainment in key stage 1 in writing and mathematics dropped last year. This has been addressed. Pupils feel safe, well looked after and cared for. They have an extremely good knowledge of how to stay safe, including when online. Staff adapt learning well to meet the needs of pupils with special educational needs and/or disabilities (SEND). The hearing impairment unit provides effective support to help pupils make good progress and become more independent learners. Parents are extremely positive about the school. Survey respondents unequivocally recommend the school to other parents. Governors know the school well and give up their time freely. They provide effective challenge and support. The curriculum provides a wide range of useful learning experiences. A current review is in place to deliver better sequencing of learning. Pupils develop key skills well in both English and mathematics. These are not consistently applied across other subject areas. Pupils, especially most-able pupils, do not develop their mathematical reasoning or creative writing skills as strongly as other aspects of their work. The early years provision prepares children well for Year 1. However, the quality of the outdoor learning does not match that found inside.