Goldsworth Primary School

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About Goldsworth Primary School

Name Goldsworth Primary School
Ofsted Inspections
Head of School Mrs Gill Kozlowski
Address Bridge Barn Lane, Woking, GU21 6NL
Phone Number 01483771321
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 629
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this school?

Pupils relish the exciting and varied opportunities at Goldsworth Primary School, which helps to prepare them for their future lives.

They appreciate how everyone in the school's diverse community is included. Pupils enjoy celebrating different cultures through events like the Diwali bonfire night. They value the school's emphasis on promoting physical and mental health.

For example, pupils delight in regular swimming lessons.

The school has high expectations of pupils. Pupils strive to demonstrate the school's 'GOLD' values of growing together, opportunities for all, learning for life and daring to dream.

This includes the 'fabulous walking' Pupils move calmly and sensibly around the school, respecting others' learning. They are confident to respectfully challenge each other about conduct in the corridors.

These high expectations extend into learning. Pupils are passionate about the topics they learn. They are proud to talk about their learning experiences and achieve well.

The most vulnerable pupils are well cared for. 'The Haven' is a safe space for pupils who need time and help to calm so they are ready to focus on their learning. These pupils feel fully included, which has helped them be an active part of the school community and learn effectively alongside their peers.

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

The school has established a curriculum that is broad and balanced. Leaders have ensured that the curriculum thinking in most subjects contains the essential knowledge that pupils will learn. This is broken into small steps of learning.

The curriculum planning begins from the first days in Nursery and gradually builds through the school. It includes helpful adaptations to support staff when teaching pupils with special educational needs and/or disabilities (SEND). In a few subjects, the school has not yet precisely identified the key content it intends pupils to learn and remember.

The school provides high-quality training for staff. Staff actively request and engage with professional development. They are positive about how this impacts on their workload and well-being.

This support ensures that staff have the required expert knowledge to teach the curriculum effectively. Staff make sure that their teaching is inclusive, especially for disadvantaged pupils. Staff across the school routinely check what pupils know and can do and use this information to inform future teaching.

In Nursery and Reception, staff select activities which promote high-quality interactions. Consequently, across the school, pupils, including those with SEND, typically achieve well. This is reflected in pupils' work, which is usually strong across the curriculum.

As a result, pupils, including children in the early years, are well prepared for their next stage of education.

The teaching of reading is a high priority. Staff in the Nursery promote language development and communication effectively with well-chosen activities and resources.

From Reception onwards, staff teach phonics using a well-structured and sequenced programme. The school supports staff to ensure that they teach consistently effective phonics sessions. Staff routinely check pupils' understanding, which ensures that they have a precise understanding of pupils' fluency and accuracy.

Pupils read books that closely match what they can read independently. Staff foster and model a passion for books so that pupils develop a love of reading. Adult-led reading sessions broaden pupils' exposure to different book types from various cultures.

Pupils behave well and enjoy positive attitudes to learning. The school has established effective procedures to promote good behaviour and conduct. Pupils interact positively and respectfully and focus well in lessons so that learning is not disrupted.

The school teaches pupils how to behave from the start of Nursery. Pupils learn how to use respectful language to kindly resolve disagreements. As a result, pupils are respectful and considerate of others.

Pupils benefit from a wide range of opportunities to develop their personal development. Pupils are well informed about fundamental British values, such as democracy and the rule of law. They recognise and celebrate differences, and develop a detailed understanding of gender, disability and healthy relationships.

The school is effective in ensuring that experiences, including extra-curricular opportunities, positively impact disadvantaged pupils. For example, pupils can attend clubs to learn languages, participate in sports events and join a community rock band.

Leaders at all levels are effective.

The local governing body and trustees are well informed and ask probing questions to provide sufficient challenge. They make careful checks to assure themselves that they meet their statutory duties. For example, they work constructively on equality issues to ensure the diverse community is reflected throughout the school.

Consequently, the school is supported and challenged to provide a positive education for pupils.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum is underdeveloped.

This means that staff lack precision about what they are teaching and, consequently, pupils' learning is variable. The school should precisely identify the essential content they intend pupils to learn and check that staff are consistently emphasising it. They should then review how well pupils remember long term the content they have been taught.

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