Grangetown Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Grangetown Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Grangetown Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Grangetown Primary School on our interactive map.

About Grangetown Primary School

Name Grangetown Primary School
Ofsted Inspections
Headteacher Miss Charlotte Mott
Address St George’s Road, Grangetown, Middlesbrough, TS6 7JA
Phone Number 01642455278
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 294
Local Authority Redcar and Cleveland
Highlights from Latest Inspection

What is it like to attend this school?

This is a school at the heart of the local community. There are high aspirations for all who attend.

Pupils are nurtured right from nursery. Warm and positive relationships are present. Staff know pupils very well.

Pupils' individual needs are well understood. Pupils with special educational needs and/or disabilities (SEND) are supported particularly well in this inclusive school.

Pupils are very safe in school.

They have trusted adults with whom to share any worries. Pupils who need additional help to manage their emotions access 'The Nest.' Staff in The Nest, as in other areas of the school, are well trained to support pupils.

A range of d...ifferent activities, such as chess, film club and yoga, enrich the curriculum. Leaders are passionate that pupils' horizons are broadened. Each year group has '5 things to do' to ensure that they have memorable experiences throughout their schooling.

Pupils behave well in school. They work and play cooperatively together. Pupils revel in the newly implemented outdoor play and learning initiative.

Pupils are very familiar with the school values of 'Ready, Respectful, Safe'. Being respectful to all is at the heart of the school's values. Pupils know they should be kind to all.

There are a great number of leadership opportunities for pupils. The Junior Leadership Team dutifully monitors the toilets and corridors. Members enjoy discussing their ideas with school leaders.

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

The school's curriculum is well sequenced from the Nursery Year to the end of key stage 2. There are strategies in place to help pupils remember important knowledge. This is particularly successful in mathematics where pupils discuss how they are helped to recall information.

Teachers check pupils' understanding through activities such as quizzes and 'five a day,' where pupils recall previously learned material. Pupils with SEND are well supported to access the same curriculum as their peers. Staff have designed curriculums that are aimed at all pupils.

However, there are times when pupils are not sufficiently challenged. Pupils do not get sufficient opportunities to write at length.

The school has a specialist resourced provision base for pupils with moderate learning difficulties.

Pupils who attend this provision are fully integrated into the life of the school. These pupils are very well supported to access the curriculum. They access activities and lessons with their year-group peers every day.

Staff recognise the individual talents of pupils who attend this provision, such as being excellent artists and chess players.

Reading is prioritised in school. Children learn about letters and sounds from very early in their Reception Year.

Regular assessment gives staff an accurate picture of how pupils are progressing. This also allows staff to identify pupils who need interventions to keep up with their peers. The early books that children read are well matched to the sounds that they know.

There is a significant focus on language and communication in the early years. Adults take every opportunity to interact with, and talk to children, making sure they use and model language accurately. This helps to expand children's vocabulary.

The atmosphere in school is calm, purposeful and orderly. Pupils behave well because adults have high expectations of them. The school has invested significantly in approaches to support pupils' mental health.

Skilled staff have been well trained to understand some of the traumas that pupils may have experienced. They provide a safe environment for pupils to discuss their worries, concerns and issues.

A very well constructed programme for personal, social and health education teaches pupils important life skills.

The school's development of pupils' character is exemplary. As a result, pupils have very positive attitudes to anyone who may be different to themselves. The school provides memorable and enjoyable experiences for pupils.

These are achieved through well-planned educational visits linked to the curriculum and roles such as science ambassadors that enhance the curriculum. Pupils love to take on leadership roles, including as eco club and asthma ambassadors. Pupils also take their anti-bullying roles seriously.

Leaders have excellent relationships with the local community. A range of initiatives are in place to engage with parents. This includes 'stay and play' in the early years and coffee mornings for all.

Governors and trustees know the school well. All staff share the same vision. Staff are incredibly proud to work at the school and feel well supported with their workload.

This includes teachers who are new to the profession. Leaders also support staff well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the content of the curriculum is not sufficiently challenging. This limits some pupils' acquisition of knowledge and understanding in these subjects. The school must ensure that the curriculum content is challenging in all subjects so that pupils develop a deep body of knowledge and skills.

  Compare to
nearby schools