Grundisburgh Primary School

Strengths

• Safeguarding standards are met and there is an open culture of safeguarding.
• The PSHE curriculum is a strength and meets statutory requirements.
• Pupils develop character, resilience and understanding of healthy relationships.
• Pupils learn how to keep themselves safe, including online.
• Pupils take on leadership roles such as school and fairtrade councillors.
• Leaders check participation in clubs and wider opportunities to ensure all pupils can take part.
• A variety of experiences, such as visits to a castle, beach and farm, broaden pupils' horizons.
• Year 6 pupils are well prepared for transition to secondary school.
• Pupils are cared for particularly well, with quick identification of additional support needs.
• Pupils generally achieve well and attain in line with or above national averages by the end of Year 6.
• Phonics is taught accurately and consistently, helping pupils become confident readers.
• Most pupils meet the expected standard in the Year 1 phonics screening check.
• Attendance is better than in most primary schools.
• Pupils behave well, have positive attitudes to learning and little learning time is lost.
• Bullying is rare and dealt with quickly and effectively.
• The curriculum is designed to build knowledge across subjects over time and is generally taught well.
• Teachers develop pupils' vocabulary effectively and use questioning skilfully.
• Early years provision is strong, with warm relationships, clear routines and a well-sequenced curriculum.
• Children in early years are well prepared for Year 1, particularly in phonics and communication.
• Inclusion is effective, with early identification of needs and precise targets for pupils with SEND.
• Additional funding is used effectively to remove barriers for disadvantaged pupils.
• Leaders and governors make decisions with pupils' best interests at heart.
• Leaders have improved the curriculum and teaching of phonics, resulting in consistently effective early reading.
• Staff feel supported and proud to work at the school.
• Governors are dedicated and carry out their statutory duties effectively.

Areas for Improvement

• In writing, some pupils do not fully secure important knowledge because misconceptions and gaps in prior knowledge are not consistently identified and addressed.
• In mathematics and writing, a small number of pupils do not attain as highly as they could because teachers do not consistently provide sufficient challenge.
• Teachers do not consistently identify and address misconceptions, leading to basic errors in writing for some pupils.
• Leaders are at an early stage of developing their strategy to reduce absence due to term-time holidays.
• Leaders' strategy to increase the proportion of pupils attaining beyond the expected standard requires further development.
• Disadvantaged pupils' published outcomes are below national averages in reading, writing and mathematics, with large gaps.
• Some pupils, particularly those with SEND and disadvantaged pupils, face specific barriers to regular attendance.

• Primary Schools
• Secondary Schools