The Grove Primary School

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About The Grove Primary School

Name The Grove Primary School
Ofsted Inspections
Headteacher Mrs Hayley Cheeseman
Address Asfordby Road, Melton Mowbray, LE13 0HN
Phone Number 01664562554
Phase Academy
Type Academy converter
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 157
Local Authority Leicestershire
Highlights from Latest Inspection

What is it like to attend this school?

Members of the school community are justifiably proud of their belief, which states: 'everyone's welcome'. Pupils say that they feel happy and safe at school because the teachers are kind and help them learn.

Parents and staff speak very warmly about the many improvements that have taken place at the school. Parents say that the school is now a 'great choice' for their children's education.

Pupils' behaviour is good.

They respond well to teachers' high expectations, both in lessons and around school. Classrooms are calm and purposeful. Positive relationships enable pupils to focus on their learning.

Pupils who sometimes struggle to regulate their beh...aviour receive well-planned support.

Pupils understand that bullying is wrong. They appreciate having class 'worry boxes', in which they can post notes if they feel too shy to talk about a concern.

Pupils are confident that teachers deal with any issues quickly and fairly.

Pupils enjoy taking on roles of responsibility, such as play leaders and 'school ambassadors'. These opportunities help pupils to develop a sense of pride and empathy.

All pupils are encouraged to take part in the wide range of extra-curricular clubs that are offered, free of charge. Pupils say that they learn 'a lot' about how to eat healthily and keep fit and active.

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

Since the last inspection, leaders have rewritten the curriculum.

They have rightly focused on setting out precisely what pupils should know and be able to do in all subjects. Leaders and staff have carefully considered what pupils should learn, and in what order, so that pupils will know and remember more as they progress through the school. The revised curriculum is now in place across all subjects, from the early years to Year 6.

In planning the curriculum, leaders have taken account of the needs of their pupils. Leaders and staff share a strong ambition for all pupils: to be well prepared for the next steps in their education beyond the school.

Pupils in most year groups successfully apply what they already know when faced with new concepts.

For example, pupils in Years 5 and 6 spoke confidently about their learning in mathematics and history. They are keen and capable learners. However, this is not yet consistent across all year groups.

Occasionally, teachers do not check how well pupils understand what they are learning. This hinders pupils' ability to remember long term what they have been taught.

Leaders have recently revised the reading curriculum to ensure that it is ambitious for all pupils to achieve highly.

Leaders and staff encourage pupils of all ages to develop a love of reading. Leaders have introduced a new approach to early reading and phonics. They have purchased new reading books and have ensured that all staff have received up-to-date training.

Children begin learning to read as soon as they join the Reception class. Pupils read from books that match the sounds they know. These actions are having a positive impact on pupils' development as fluent, confident readers.

Leaders quickly identify and assess the needs of pupils with special educational needs and/or disabilities (SEND). They make sure to involve parents and carers in discussions and review meetings. Pupils with SEND are fully involved in the life of the school.

However, the targets set for pupils to achieve, in the individual support plans, are too broad and hard to measure. This makes it hard for staff to provide support that is precisely matched to pupils' needs.

Children in the Reception class get off to a strong start.

They settle quickly to routines. There is a well-planned curriculum that enables children to develop knowledge and skills across all areas of learning. Children clearly enjoy the activities provided.

For example, they chatted happily while making play dough animals. They cooperated sensibly when matching animal words and pictures displayed around the well-equipped outdoor area.

Leaders promote pupils' personal development well, through the curriculum and beyond.

There is a school-wide focus on key values, such as kindness, resilience and ambition. Pupils learn about healthy relationships and a range of faiths and cultures. This curriculum is enriched by visits to places of worship in nearby Leicester.

The school values any of its pupils who are refugees or who speak English as an additional language. There is a strong culture of respect, and 'everyone's welcome' at the school.

Leaders and trustees are mindful of staff well-being, and their workload.

Staff praise the care shown to them by leaders. They say that they feel valued as part of a strong, supportive team.


The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding. Well-trained staff know that they must take all concerns seriously and record them promptly. Records show that leaders act appropriately to ensure that pupils are safe.

Leaders and staff know their pupils and families very well. They provide care and strong pastoral support, where needed. There are effective local partnerships between the school and a range of external agencies.

Pupils say that they feel safe. They are taught about healthy relationships, respectful boundaries, and how to stay safe. Pupils understand the importance of online safety, through the curriculum and assemblies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are some inconsistencies in how well the curriculum is implemented across the school. In some year groups, teachers do not always check pupils' misunderstandings quickly enough or deliver the planned curriculum as effectively as in the majority of the school. As a result, pupils' recall of prior learning and their ability to apply what they know to new concepts are not consistently strong.

They are at risk of falling behind. Leaders should ensure that curriculum implementation is consistently strong across the school so that pupils know and remember more in all subjects. ? The individual 'student support plans' for pupils with SEND are too general.

The targets that are set for pupils with SEND are not measurable, with no clear success criteria, and do not always reflect the key areas of need for a pupil. Support plans do not currently provide precise guidance for staff who work with pupils with SEND. Leaders should ensure that pupils with SEND receive well-planned, high-quality support to access the full curriculum and achieve the best possible outcomes.

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