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Current OFSTED report:

Our section 5 inspection took place on 19th and 20th March 2019.

Overall Effectiveness Requires Improvement
Effectiveness of leadership and management Requires Improvement
Quality of teaching, learning and assessment Requires Improvement
Personal development, behaviour and welfare Good
Outcomes for pupils Requires Improvement
Early years provision Good


Our strengths are:

  • Our pupils love reading, they behave well and feel safe at school.
  • Safeguarding is effective.
  • Leaders have developed a more strategic approach to improvement planning, which reflect relevant key priorities.
  • Middle leaders are more involved in monitoring and improving teaching.
  • Children in Early Years make strong progress from where they are when they join school.
  • Our trips and visits enrich the wider curriculum.
  • Pupils make exceptional progress by the end of KS2 in reading from their starting points.
  • Disadvantaged pupils (pupil premium) make good progress.
  • SEND pupils make strong progress across the school.
  • Pupils have a well-developed understanding of core values and pupils have opportunities in school to take on additional responsibilities.
  • Support for parents that’s available in school.
  • Attendance procedures have become more rigorous, which is impacting on attendance figures.


To improve our school further we need:

  • To strengthen challenge and support of leaders by Governors.
  • For Governors to provide leaders with the support needed to drive improvement of the school more effectively.
  • To improve teaching, learning and assessment by ensuring teachers identify pupils’ misconceptions/misunderstandings quickly.
  • To improve teaching, learning and assessment by ensuring teachers adapt their teaching to pupils’ needs more effectively.
  • To improve teaching, learning and assessment by ensuring teachers receive targeted support and challenge, they need to improve their subject knowledge and skills.



  • Leaders and Governors should ensure that outcomes improve rapidly by ensuring that teachers:
  • - Have high expectations of what pupils can and should achieve, including the more able
  • - Help pupils better understand how to improve their work.
  • - Embed approaches to writing and handwriting.
  • - In maths, build in more opportunities to consolidate what they’ve learnt and to complete problem solving and reasoning activities.


Download the full report here

Previous Inspection Report:

We had a section 8 inspection on 24th May 2018.

"There is no change to the school's current overall effectiveness grade of good as a result of this inspection."

Download the full report here

We had a full OFSTED inspection on the 12th and 13th December 2013.

Download the full report here

The key findings of the inspection were:

Overall effectiveness GOOD 2
Achievement of pupils GOOD 2
Quality of teaching GOOD 2
Behaviour and safety of pupils GOOD 2
Leadership and management GOOD 2

This is a good school.

  • Pupils’ achievement is good. From low starting points, they make rapid progress in reading, writing and particularly mathematics.
  • Children achieve well in the caring and stimulating environment of the Early Years Foundation Stage.
  • Pupils’ attainment in Key Stages 1 and 2 has risen over the last three years.
  • Well-planned lessons are a strong feature of the consistently good teaching. Staff have high expectations for pupils’ progress. In almost all lessons, pupils are engaged and eager to learn.
  • Behaviour in lessons and around the school is good and pupils display positive attitudes to learning. Pupils feel safe and are proud of their school.
  • The headteacher and senior leaders provide inspired leadership. They check the school’s work thoroughly, and continually improve teaching to ensure that pupils achieve well.
  • The loyal governing body supports leaders well and holds them closely to account for the school’s performance.

It is not yet an outstanding school because:

  •  Leaders have not yet secured enough outstanding teaching throughout the school.
  • In a few lessons pupils do not make as much progress as they should. The work set is sometimes not hard enough, to help more-able pupils extend their learning.
  • The school is working hard to improve attendance. Despite some recent improvements, it remains below average.
  • A few new governors have not had the training they need to enable them to carry out their responsibilities very effectively.

What does the school need to do to improve further?

  • Make more teaching outstanding and raise pupils’ attainment by ensuring that teachers: maintain a brisk pace to learning in all lessons give more-able pupils work to do that enables them to make the best possible progress use language that younger pupils understand when providing them with tips for improving their work.
  • Ensure that new governors swiftly receive the training they need to enable them to carry out their responsibilities effectively.
  • Work more closely with parents whose children are persistently absent to ensure that pupils’ attendance matches or exceeds the national average by July 2014.

Glebefields Primary School Review: October 15th and 16th 2013.

This review was carried out by Heather Simpson (Ofsted Lead Inspector) and Bill Thompson (Learning Community Adviser).

Achievement is good.

The review agrees with the school’s own self evaluation.

Children enter school with skills and knowledge which are well below those typically expected for Nursery-aged pupils. Children make good progress in the Early Years Foundation Stage so that by the time they enter Year 1, they are working closer to the national average, but are still below average. However, a greater proportion are working at age-related levels.

Pupils make good progress in Key Stage 1, although some previous over-assessment in 2011 in KS1 has impacted on the apparent progress of pupils in Year 2 in 2013. The APS score however shows that they made almost 5 sublevels across two years

Progress is good in Key Stage 2 as shown in value added scores, (100.5 in 2011 and 101.0 in 2012), the APS uplift from KS1 to KS2 and the proportion of pupils making and exceeding the progress expected over three years.

Teaching is good.

The review agrees with the school’s own self evaluation.

Twenty five lessons or parts of lessons were seen over two days. Most teachers and support staff were observed. Two lessons were judged to be outstanding, seventeen lessons were good and six were judged to require improvement. This represents 76% of lessons being good or better. There is no inadequate teaching in the school.

Relationships between all adults and pupils are good and all classes have a positive climate which promotes learning. The learning environment also supports learners and the prompts available are used well by pupils. Teachers mark books regularly and provide helpful comments to show pupils how to improve. Pupils also self and peer assess their work.

The strengths in good lessons include: 

  • Clear learning objectives and success criteria 
  • Good planning – often with pupils’ levels included 
  • Effective questioning with good levels of challenge to promote thinking 
  • Peer and self assessment by pupils 
  • Effective support for PP and SEN pupils in lessons and through intervention groups 
  • Good use of resources, including visualisers to help pupils explain their thinking and show examples of good work; 
  • The use of talk partners.

Areas for development include: 

Setting work at the right level for all ability groups – and providing greater levels of challenge for the most able
Maximising on-going assessment during lessons and through marking i.e all staff to pick up and address misconceptions as soon as they occur and make sure pupils are secure in their learning before moving them on.
Utilising support staff fully throughout the lesson to support learning i.e during introductions and plenaries.
Ensuring consistency of developmental marking in all year groups.

Behaviour and safety are good.

The review agrees with the school’s own self evaluation.

Pupils behave well in and around school. They have positive attitudes in lessons and want to do their best. They are polite, helpful and respectful to each other and all adults. Parents and pupils spoken to agree that pupils behave well and are kept safe.

Pupils are aware of different forms of bullying, including physical, verbal and cyber. They feel safe in school and are aware of potential dangers, for example, using the internet.

Attendance is below average but is improving strongly – 94.74% in 2013 compared to 93.60% in 2012. School leaders are taking effective action to tackle persistent absence and as a result, this has now significantly reduced. In 2013 there was only 4.7% persistent absence at 15% plus compared to 8.5% in 2012.

Leadership and management are good.

The review agrees with the school’s own self evaluation.

The headteacher has set a clear and ambitious direction for the school. She is ably supported by her leadership team. Self evaluation is honest and accurate. Leaders know where their strengths and areas for development lie. Precise and detailed action plans have been drawn up to address any areas of concern.

Leaders monitor the quality of teaching regularly and an annual calendar ensures that a range of activities are carried out. Lesson observations are undertaken by all leaders, often paired with the headteacher. All leaders participated in joint lesson observations in this review and their judgements were in line with those of the reviewers. There is now a greater focus in lessons on assessing the progress made by different groups of pupils, as well as looking at the progress in their books.

The curriculum is enriched through a wide number of clubs, visits and visitors. It also strongly promotes SMSC. Pupils have a good understanding about those who have different beliefs or are from different countries. They readily take on responsibilities and enjoy the roles they are given.

Parents have very positive views of the school as evidenced in the responses given in the recent questionnaire and also from talking to several at the school gate.

Governors provide appropriate levels of challenge and support. The Chair of Governors regularly meets with the headteacher and is well informed. Governors visit school and are aware of the overall quality of teaching. They know that appraisal targets have to be met and that pupils must make good progress if pay increases are to be approved. They have some understanding of data and how the pupil premium is spent and the impact it has on the pupils’ eligible. They also have a good grasp of the new Sports Funding and how this is used to promote healthy lifestyles.

All safeguarding requirements are met.


Glebefields Primary School: Ofsted’s interim assessment 103925

Dear Parent,
I am pleased to provide some important information about Glebefields Primary School. As you may know, during its last inspection in June 2008, Ofsted inspectors judged your child’s school to be outstanding. The 2011 Education Bill proposes that, from January 2012, schools that were previously judged to be outstanding will not be subject to routine inspection unless concerns are raised about their performance. To help decide whether we need to inspect an outstanding school, Her Majesty’s Inspectors look at various sources of information, as listed below. This is called an ‘interim assessment.’ The results of the interim assessment In carrying out the interim assessment, we considered the following:

  • pupils’ academic performance
  • pupils’ attendance
  • any inspection visits carried out by Ofsted since the last routine inspection
  • qualifying complaints1 about the school by parents or carers
  • any other significant concerns brought to Ofsted’s attention.

I am pleased to inform you that our interim assessment indicates performance has been sustained and that we will not be inspecting your school unless we receive further information that raises concerns. We will continue to undertake annual assessments of the school’s performance.

I wish everyone involved in the school continued success in the future.
Yours sincerely

Christine Gilbert