Gosford Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Gosford Park is a friendly school. There is a strong and caring ethos.

Adults build warm relationships with pupils. Pupils spoke positively about their teachers and their lessons. They typically said that the 'teachers are amazing, they never doubt us and they are always there for us.'

Pupils feel safe and enjoy coming to school. They know who their trusted adults are.

Pupils are proud to be members of the school community and say that everyone is respected.

One pupil, who reflected the views of many, stated, 'We are one community; many cultures, growing and learning together.' Generally, pupils follow the school rules in lessons. However, this is v...ariable during less structured times, such as lunchtime when pupils find it harder to exercise self-control.

The school has developed a curriculum that is suitably ambitious for pupils. However, the curriculum is not implemented consistently well, including in the early years. Expectations for some pupils are not high enough.

Some pupils do not achieve as well as they should.

Pupils' personal development is a strength. They enjoy developing their interests in several activities, including athletics and dodgeball.

Pupils are eager to take on responsibilities in school, such as librarians and play leaders. They enjoy community events, such as litter picking and school trips. Pupils develop into active and responsible citizens.

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

The curriculum is well structured and meets the demands of the national curriculum. However, the school does not always check how well the curriculum is helping pupils to learn. As a result, the curriculum is not appropriately adapted to address the gaps in pupils' knowledge.

This means that pupils' achievement, particularly in mathematics, is not improving over time.

There is a sequenced phonics curriculum in place and pupils' reading books match the sounds that they are learning. Staff have received appropriate training.

However, the teaching of phonics is not consistently strong. This means that some pupils are not learning their letter sounds as quickly as they should. Some pupils, particularly those at the early stages of learning to read, are not reading well enough.

This is because they do not have regular opportunities to read to an adult. On occasions, some pupils do not use the reading skills that they have been taught when they read aloud.

In lessons, teachers demonstrate learning well and this means that pupils know what they need to do.

Teachers ask questions which encourage pupils to think carefully about their work. However, at times, some pupils become distracted and do not learn as quickly, or as much, as they could because work is not sufficiently challenging enough.

The school has recently strengthened its approaches to attendance.

This means that pupil absence is more closely checked and an increased number of absences are followed up with a home visit. However, it is too early to see the impact of these changes and currently absence is still too high.

The school identifies the learning needs of pupils with special educational needs and/or disabilities (SEND) well.

Staff are trained to understand how to meet the needs of these pupils. Leaders have ensured that pupils with more specialist needs have appropriate provision. This means that pupils with SEND are making progress towards their targets.

Children in the early years are happy to be at school. The adults that they work with understand their needs. However, activities and resources are not consistently well thought through, including outdoors, to ensure that children are learning at all times.

When adults interact with children, these interactions do not focus on improving children's knowledge, communication or basic skills. Too often, valuable learning time is wasted. This means that, by the end of the Reception Year, many children are not well prepared for their next stage of learning.

Pupils benefit from a well-structured personal, social and health education curriculum that teaches them how to keep themselves healthy and safe. They understand the importance of good mental health for themselves and others. Pupils learn to respect others, including those who differ from themselves.

There has been a lot of change since the previous inspection. This was initially unsettling for some staff. However, there is now a period of stability.

Teachers are committed to the pupils and the school. Teachers say that leaders are mindful of their well-being. They are proud to work at the school.

Following positive changes to strengthen the knowledge and expertise of the governing body, governors understand their duties and are starting to provide a suitable level of challenge and support to the school. They are committed to improving the quality of education that pupils receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is not sufficiently robust enough in identifying the impact of the curriculum on pupils' learning. Consequently, the most effective actions are not put into place and, therefore, outcomes are not improving. The school should ensure that monitoring activities focus on the impact of the curriculum to enable the school to take appropriate action to make the improvements needed.

High-quality and regular support for pupils at the early stages of reading is too variable and in some cases strategies for developing fluency are not always continued beyond the phonics programme. This means that some pupils are not learning to read as well as they should. The school should ensure that pupils at the early stages of learning to read have regular opportunities to practise and are encouraged to use strategies taught to help them become independent readers.

• The school has not identified gaps in pupils' knowledge. As a result, pupils do not develop a deep understanding of their learning in some subjects, including in mathematics. The school should ensure that gaps in pupils' knowledge are identified and addressed and that all pupils achieve well.

• Some pupils' absence is too high. These pupils are missing their education too often. The school should embed their approach to supporting and challenging some parents to ensure that their children attend more often and, therefore, benefit from the school's provision.

• The activities and resources that are provided to children in the early years lack focus and opportunities to develop communication are limited. Consequently, children do not learn as well as they should. The school should ensure that all activities have a sharp focus on what children should achieve with increased, high-quality interactions with adults.