Gretton Primary Academy

Highlights from Latest Inspection

Outcome

Gretton Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Julia Dickinson. This school is part of The Brooke Weston Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Andrew Campbell, and overseen by a board of trustees, chaired by Richard Morrison.

What is it like to attend this school?

Pupils thrive at this warm and nurturing school. The school values of 'being kind, making good choices, trying your best, and dreaming big' exemplify what it is like to attend Gretton Primary Academy.
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Caring relationships exist between pupils and staff. Pupils know that staff will listen and help them if they have a worry. This helps pupils to feel happy and safe.

Pupils enjoy school.

Staff are very ambitious for all pupils. Pupils behave well in a calm and orderly environment.

They are eager to learn. Pupils achieve well across the curriculum because staff have high expectations for them. This is reflected in the school's strong published outcomes.

Pupils' social and emotional well-being is a high priority. By the time that pupils reach Year 6, they have become mature, responsible individuals, who are ready for the next stage of their learning. Pupils have a range of opportunities to take on leadership roles through the Gretton young leaders programme.

Pupils embrace these leadership opportunities. Time spent learning in the outdoors develops pupils' confidence and teamwork skills. There is an active school council, which pupils value.

They know staff listen to, and act on their suggestions. Pupils enjoy a wide range of clubs, trips and sporting opportunities.

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

The school, including the trust, has created an ambitious curriculum.

The school has carefully set out the key knowledge, skills and vocabulary it wants pupils to learn year-on-year, from Reception to Year 6. Teachers typically have strong knowledge of curriculum subjects and effective teaching methods. They use a wide range of approaches to teach pupils the key subject knowledge.

This knowledge is checked carefully to allow teachers to identify and address misconceptions.

Reading is a priority. Children begin learning to read and to love books as soon as they start in Reception.

They explore books in depth and the adventures that the characters have. This enjoyment of text continues as pupils move through the school. Expert staff throughout the school teach phonics well.

As a result, pupils develop their knowledge of phonics quickly. Any pupils who need additional support with reading receive it. Pupils soon become confident and fluent readers.

They develop a love of reading.

The school identifies pupils with special educational needs and/or disabilities (SEND) swiftly. While staff carefully consider the needs of pupils with SEND, in a small number of subjects, staff do not always adapt the curriculum sufficiently.

When this happens, some pupils do not learn as well as they could.

Children learn the behaviour expectations of the school from the very start of their time in Reception. Routines are firmly established.

Staff create a calm and purposeful environment where pupils can learn with minimal distraction. Pupils have opportunities to reflect on their actions and learn from any mistakes they may have made. Pupils are highly motivated to learn and are proud of their learning of the curriculum.

The school has well-thought-out arrangements for ensuring that pupils attend school regularly. The school's work with families and other agencies ensures that pupils' welfare is carefully monitored. This means that action can be taken if there are any patterns of concern.

As a result, pupils' attendance has improved.

The well-considered programme for personal development is at the core of the school's offer. There is a strong emphasis on developing children's confidence and character.

The school has identified the 50 experiences that pupils will encounter by the time they leave Year 6. These '50 B4 Year 7' opportunities nurture pupils' interests and talents. For example, pupils perform in concerts, such as 'Rocksteady', and take part in residential trips.

They learn Latin and take part in cultural experiences such as celebrating Nowruz. Pupils contribute positively to society through taking part in community campaigns, such as speed reduction on the roads near school. Pupils learn about faiths and cultures that may be different to their own.

The school has recently improved its personal, social and health education (PSHE) curriculum. However, some pupils do not have a fully developed understanding of protected characteristics and fundamental British values. This is because there are gaps from the school's previous programme for pupils' personal development that have not yet been addressed by the new curriculum.

Trustees, school leaders and governors have a clear, shared and ambitious vision for the school. Governors and trustees are skilled and knowledgeable. There are effective processes in place to make sure that improvement planning makes a positive difference to pupils' experiences of school.

The school has addressed the areas for improvement that were raised at the previous inspection. Staff are overwhelmingly positive about the school and feel their workload and well-being are prioritised by leaders.

Safeguarding

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 school does not ensure that staff adapt the curriculum sufficiently to meet pupils' needs. When this happens, some pupils with SEND do not learn as much as they could. Leaders should work with staff to ensure that pupils with SEND receive the adaptations they need across the full curriculum.

• Some pupils do not have a fully developed understanding of protected characteristics and fundamental British values. While the school has recently reviewed the PSHE curriculum, there are gaps from the school's previous programme for pupils' personal development that have not yet been addressed. The school should ensure that pupils are fully prepared for life in modern Britain by ensuring gaps in learning are closed.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 for overall effectiveness in February 2016.

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