Goddard Park Community Primary School

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About Goddard Park Community Primary School

Name Goddard Park Community Primary School
Website http://www.goddardpark.co.uk
Ofsted Inspections
Headteacher Mr Mike Welsh
Address Welcombe Avenue, Park North, Swindon, SN3 2QN
Phone Number 01793342342
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 552
Local Authority Swindon
Highlights from Latest Inspection


Goddard Park Community Primary School continues to be a good school.

What is it like to attend this school?

Staff provide a warm and welcoming environment for all at Goddard Park. Members of the school community demonstrate a strong understanding of the school's motto, 'everybody learns, everybody cares'.

Staff make it a priority to get to know pupils and to nurture them. Parents say staff are dedicated and supportive. Pupils report they feel safe here and that there are lots of people they can talk to about their feelings.

Leaders have high expectations that all pupils will access the school's broad and ambitious curriculum. Everyone is clear about behaviour expectations.... These are consistently applied by staff.

Pupils cooperate well and display positive attitudes towards their learning. They enjoy orienteering, dodgeball and singing club.

Pupils value opportunities to demonstrate leadership at this school.

For example, school council members run 'fruity Friday', whereby pupils are encouraged to try fruits they have not tried before. This also helps to promote healthy eating. Pupils talk fondly of a school they sponsor in Kenya.

They take pride in their efforts to raise money, for example, through discos they have organised. Pupils learn to be philanthropic. They develop an awareness of life beyond Goddard Park.

What does the school do well and what does it need to do better?

Reading is a priority at this school. Leaders have implemented a phonics and reading programme that is adhered to by all staff. This approach begins in Nursery Year to enhance children's speaking and listening skills.

Staff have had training to deliver the programme with precision. Some pupils are behind where they should be, but staff do all they can to provide swift support so that pupils catch up quickly. Staff assess pupils regularly to review the quality of support provided.

Pupils learn how to use the sounds they know to read with fluency. The books that pupils take home help them practise and develop confidence.

Leaders have also designed a well-planned reading comprehension curriculum.

Pupils are enthusiastic about reading and talk excitedly about new vocabulary they have learned. This is enhanced by the diverse collection of 'teacher treasure' books that pupils choose. The school has a real buzz for reading, and pupils know the importance of learning to read.

Leaders have thought carefully about what pupils should learn at each stage of their education. They have identified the most essential concepts pupils need to know. Pupils, including those with special educational needs and/or disabilities (SEND), learn well from the curriculum.

Staff identify pupils' needs early. Leaders provide staff with high-quality training to give pupils with SEND the support they need.

The curriculum across the school is well planned overall.

However, in a few subjects, there is a lack of clarity in how the curriculum builds from the early years. Some leaders are less clear on how learning in the early years provides readiness for future learning in key stage 1 and beyond.

Teachers make clear to pupils how their learning links to their lives.

This leads to high engagement. For example, in mathematics, pupils in Year 6 learn about currency and conversion rates as part of their economic studies. They say this knowledge will be useful for the summer holidays.

Teachers carefully select activities to deliver the curriculum. For example, children in the early years learn about the points on a compass when drawing treasure maps.

Leaders have refined their approach to the teaching of writing.

There is now a more consistent way to teach spelling, punctuation and grammar, and to increase writing stamina. In the early years, children apply their phonics knowledge to their writing. Older pupils use technical skills they have learned to write for a range of audiences and purposes.

Despite recent improvements, the high quality of education provided by the school is not yet reflected in pupils' published writing outcomes.

Staff enrich pupils' wider development through a well-crafted programme. From the early years, staff encourage children to look after themselves.

They talk knowledgeably about why healthy eating is good for you. Further up the school, pupils know how to keep mentally well. They know right from wrong.

Staff teach pupils to behave well, and learning is not disrupted by poor behaviour.

School leaders and trustees are mindful of staff well-being and workload. Staff value this.

They feel well supported and enjoy working at this school.


The arrangements for safeguarding are effective.

All staff and governors have regular safeguarding training.

This means that they have the knowledge to identify any pupils who might be at risk of harm. Staff know how to report any concerns. Leaders keep detailed records, including actions taken.

Safeguarding leaders act quickly to get pupils and their families the support they need.Leaders ensure that pupils learn about how to keep themselves safe, particularly when accessing social media and the internet. All required recruitment procedures are followed to check that staff are suitable to work with children.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not set out with enough precision how the early years curriculum prepares children for future learning. This means learning does not build progressively from the early years in all subjects. All leaders need to combine their efforts to ensure that the school's curriculum is progressively planned from early years to Year 6 so that it builds on children's starting points.

• Following the disruption caused by the pandemic, pupils' published outcomes in writing have dipped due to a lack of writing stamina and practice. Leaders must continue to embed the new approach to the teaching of writing so that it has a positive impact on pupils' writing across the school.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2013.

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