Glebefields Primary School

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School is now closed for the summer holiday and will reopen to pupils on Wednesday 7th September 2022.

Ofsted and Performance Data

The school has the following strengths

 The acting headteacher has put in place a more strategic approach to improvement planning. Middle leaders are now more involved in monitoring and improving the quality of teaching.

 Pupils behave very well and are a credit to the school. They are enthusiastic and love reading. They say that bullying is rare. Safeguarding is effective. Parents and carers value the support staff provide to keep children safe.

 Children in the early years settle quickly and make strong progress from their starting points.

 By the end of key stage 2 in 2018, pupils made exceptional progress in reading from their starting points. The proportion of pupils that achieved the expected standard in reading was above the national average.

 The wider curriculum is enriched through exciting trips and visits. The school has achieved awards for physical education (PE) and science.

 Disadvantaged pupils make good progress, and pupils who have special educational needs and/or disabilities (SEND) are well supported to make strong progress across the school.

What does the school need to do to improve further?

 Strengthen leadership and management by ensuring that governors:

– develop their skills further so that they hold leaders to account more effectively

– provide leaders with the support they need to drive improvement more effectively.

 Improve teaching, learning and assessment by ensuring that teachers:

– identify and address pupils’ misconceptions quickly, adapting their teaching to pupils’ needs more effectively

– receive the targeted support and challenge they need to improve their subject knowledge and skills.

 Leaders and those responsible for governance should ensure that outcomes improve rapidly by ensuring that all teachers:

– have an accurate understanding and high expectations of what pupils can and should achieve, particularly the most able

– help pupils to understand better how to improve their work

– embed the new approaches to the teaching of writing and handwriting

– build in more frequent opportunities for pupils to consolidate their learning and apply their skills to problem-solving and reasoning activities in mathematics.

Key Stage One Performance Data

Key Stage Two Performance Data

*Please note that due to COVID-19, we have no published data for the academic years 2019-2020 and 2020-2021.