Grange Primary School

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About Grange Primary School

Name Grange Primary School
Ofsted Inspections
Headteacher Charlie Summers
Address Bainbridge Green, Shrewsbury, SY1 3QR
Phone Number 01743462984
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 174
Local Authority Shropshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Grange Primary thrive. The school's vision of 'achievement through caring' is realised through the highly effective pastoral care provided for its pupils.

A comment made by one parent is shared by many others: 'The Grange isn't just a school, it's a family.' Pupils feel safe and enjoy school.

The school has high aspirations for what pupils can achieve.

The 'granger code' based on the school's values is lived and breathed in the school. Staff have high expectations for pupils' behaviour and expect them to work hard. All pupils live up to these expectations.

Consequently, the school is a calm and orderly place in which to learn. All pupils, i...ncluding those with special educational needs and/or disabilities (SEND), achieve well.

Supporting pupils' personal development is at the heart of the school.

The school encourages pupils 'to dream big and fly high'. It provides them with an extensive range of experiences beyond the classroom. Pupils record these in their 'Pip's passport'.

The school teaches pupils how to be responsible, active citizens. They do this by giving all pupils roles and responsibilities, such as playground leader, farm monitor or office manager. Pupils are proud to take on these roles.

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

The trust provides highly effective support to the school. Leaders and staff value this support. Leaders at all levels have a clear vision for the school, which is for pupils to flourish both academically and socially.

Historically, some pupils have not achieved as well as they should by the end of key stage 2. However, the additional training and support provided by the trust and school leaders for teachers has improved the quality of education that the pupils are now receiving, and this is having a positive impact on pupils' progress. All staff share leaders' compelling vision.

Leaders take staff's workload and well-being seriously and staff feel valued and respected. All staff are proud to work at the school, which provides pupils with an environment in which they enjoy learning and achieve well.

Leaders have thought carefully about what pupils will learn in different subjects.

They have made changes to improve how subjects are planned and delivered. Subject leaders ensure that the curriculum is organised in a way that enables pupils to build on what they know, year on year. Teachers know what to teach and when to teach it.

However, subject leaders are relatively new to their role and this has affected how well they have developed their subject areas. This has contributed to variability in teachers' subject knowledge across subjects and this sometimes limits pupils' progress.

Reading is a priority for the school.

There is an effective reading programme in place that begins in the early years. Staff receive regular training on how to deliver it. Staff check how well pupils are reading.

They put appropriate support in place for those who need it. Consequently, pupils develop into confident, fluent readers. The value of reading is evident around the school.

There is a sharp focus in early years on the development of children's vocabulary. The school is revamping the library. Every classroom has a reading area.

Authors visit the school. Pupils enjoy reading and they read widely.

Children get off to a good start in the early years.

Adults are attentive and know how to support pupils effectively. Leaders check if children in the early years and pupils in the rest of the school need extra support. They make sure that pupils who require more help get it.

Staff seek specialist advice from external agencies when needed. For example, specialists work closely with the school to advise about how to meet pupils' additional needs. This advice is included in the pupil's person-centred plan (PCP).

Staff use the information in the PCPs well to plan additional support for those who need it. So, pupils with SEND achieve well.

Pupils' behaviour is excellent.

Pupils demonstrate high levels of self-control. Improving attendance is a school priority. Leaders take swift and appropriate action when needed and they work effectively with parents and carers.

As a result, pupils' attendance is improving over time. There are examples when the school's work to improve the behaviour and attendance of pupils with particular needs has resulted in significant improvements.

The school enhances pupils' personal development exceptionally well.

It provides pupils with a wide range of activities beyond the classroom. There are several after-school clubs for pupils on offer. This includes football, cricket and science.

Pupils visit places of worship, a local farm and a museum. Residential trips are offered to all pupils. Parents speak positively about these opportunities for their children.

They say these experiences help to build their children's confidence and independence.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Teachers have recently taken on the role of subject leaders.

However, they have not received all the necessary training to fully develop their subjects and embed the revised curriculum. This has led to some variability in how well the curriculum is implemented, which sometimes limits pupils' progress. The school should ensure that all subject leaders have the appropriate knowledge and skills to positively impact curriculum implementation and address any gaps in pupils' learning.

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