The Gedney Hill Church of England VC 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 The Gedney Hill Church of England VC 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 The Gedney Hill Church of England VC Primary School.

To see all our data you need to click the blue button at the bottom of this page to view The Gedney Hill Church of England VC Primary School on our interactive map.

About The Gedney Hill Church of England VC Primary School

Name The Gedney Hill Church of England VC Primary School
Ofsted Inspections
Executive Headteacher Mrs Alison Buddle
Address North Road, Gedney Hill, Spalding, PE12 0NL
Phone Number 01406330258
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 70
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils say they are safe at this happy and inclusive school.

Staff know pupils and their families very well. There is a 'family feel' here. This creates a warm culture across the school.

Most pupils behave very well. Bullying is extremely rare. Pupils can talk with many different adults should they wish to share a worry or problem.

Leaders and staff have improved key areas of the school since the previous inspection. However, they know that there is still work to do. Mathematics is not always taught as well as it could be.

It is not always clear how well pupils are progressing through the foundation subjects. Staff do not have high-enough expectation...s. They do not always insist that pupils produce work of a high enough quality.

There are many opportunities for pupils to develop their talents and interests. They benefit from various after-school clubs, trips out and visitors to the school. Pupils enjoy many different responsibilities.

These include being house captains, junior road safety officers, play buddies, librarians and members of the school council.

Staff reinforce the school values of, for example, peace, forgiveness, friendship, hope and perseverance through frequent collective worship. Pupils understand these values, and try to use them in their daily lives.

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

Leaders have planned precisely what they want pupils to learn in nearly all subjects. The knowledge, skills and key vocabulary are being carefully selected. Leaders have nearly completed this piece of work.

Leaders have not ensured that the teaching of mathematics is consistently strong. Sometimes, teachers do not make links between what pupils have previously been taught and their new knowledge. There are missed opportunities for pupils to develop their mathematical thinking and understanding.

Some pupils do not have an appropriate understanding, and knowledge, of the times tables. Consequently, in mathematics, pupils, including those with special educational needs and/or disabilities (SEND), are not progressing as well as they might.

Teachers routinely check what pupils have remembered in English, mathematics and science.

This helps to spot the gaps in pupils' knowledge and understanding. However, leaders have yet to formalise how teachers will check what pupils know in the foundation subjects. Consequently, it is unclear how well pupils are progressing in these subjects.

The teaching of phonics and early reading is a strength. Leaders have introduced a phonics scheme, which starts in the early years. Staff have received effective training.

Pupils have reading books at the appropriate level of challenge. The books match the sounds that the pupils are learning. Pupils use their phonic skills to decode any unfamiliar words.

Pupils who are at risk of falling behind are spotted promptly. They receive extra support to help them to catch up.

Most pupils behave well.

This includes children in the early years. They follow sensible routines and conduct themselves well at lunchtimes and breaktimes. Some parents and carers raised concerns about pupils' behaviour.

However, leaders are taking appropriate action where necessary. They receive specialist help from the outreach support service and provide pupils with appropriate behaviour plans. This work is effective.

The number of incidents of poor behaviour has fallen dramatically during the academic year. Pupils' current rates of attendance and punctuality are both good.

Pupils learn about faiths and cultures that are different to their own.

They understand that there are different types of families. Pupils understand the British values of democracy, respect and tolerance. They are learning to be thoughtful and respectful citizens.

They have an age-appropriate understanding of relationships and health education. Pupils are being prepared well for life in modern Britain.

There are effective systems in place to identify pupils with SEND.

Leaders ensure that pupils have appropriate targets. These are checked and reviewed frequently. Pupils with SEND benefit from extra resources and adult support.

These help them to access the full curriculum. Staff have received effective training in, for example, autism and dyscalculia.

Leaders have ensured that there is a well-thought-through curriculum for children in the early years.

Activities are carefully planned and have a clear purpose. Staff are skilled in asking children well-considered questions. This helps to develop children's thinking and improve their vocabulary.

Relationships between adults and children are warm and positive.

Staff are proud to work at the school. Most staff appreciate the training opportunities that are provided.

Many say that leaders are appreciative of their well-being and workload.

The governing body members fulfil their statutory duties. They ask appropriate questions during meetings.

However, they are too reliant on the headteacher for information. They do not routinely find out for themselves what is happening. Consequently, they do not fully hold leaders to account for their actions.


The arrangements for safeguarding are effective.

Leaders and staff have received effective safeguarding training. They are vigilant to the potential signs of abuse or neglect.

Safeguarding records and subsequent actions are appropriate. Outside agencies are used effectively. Pupils and families who require extra support receive it promptly.

Pupils are taught how to stay safe when crossing roads, using the internet and riding bicycles. Older pupils learn about the potential dangers of social media and the sharing of images on mobile phones.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the mathematics curriculum is inconsistent.

Teachers do not always make links to pupils' prior learning. There are missed opportunities to develop pupils' mathematical thinking. Some pupils do not have a secure enough understanding of the times tables.

Consequently, not all pupils are progressing as well as they could. Leaders should ensure that staff have the necessary knowledge and skills to implement the mathematics curriculum as it is intended. ? In the foundation subjects, teachers do not check well enough what pupils have learned and remembered.

Therefore, they do not always know how well pupils are progressing in these subjects. Leaders should ensure that teachers routinely check what pupils have remembered, to help them assess how well pupils are progressing. These checks should not be overly time-consuming.

• Leaders and teachers do not have high-enough expectations and do not insist that pupils produce high-quality work. Too many workbooks contain careless and untidy work. Leaders should ensure that pupils have pride in their work and that it is consistently of a high quality.

• The governing body members are too reliant on the headteacher for information about the school and how well it is performing. They do not find out for themselves what is happening. The governing body should introduce a comprehensive programme that enables it to gather information at first hand and therefore hold leaders fully to account for their actions.

  Compare to
nearby schools