Ofsted inspectors visited this Sunderland school and issued this verdict on what they saw
“I am proud of the recent Ofsted report because it reflects the caring, supportive environment we work hard to create for our children.”
The words of Grindon Infant School headteacher Andrea Charlton after their latest visit from the education watchdog.
No one-word overall judgement is now given to schools with, instead, a traffic light report card given ranging from blue (exceptional), dark green (strong standard), light green (expected standard), amber (needs attention) to red which indicates urgent improvement is needed.
Grindon Infant School was deemed to be meeting the expected standard for curriculum and teaching, attendance and behaviour, inclusion, leadership and governance, personal development and wellbeing, and Early Years provision.
Inspectors judged pupils’ achievement as in need of attention.
Inspectors said: “This is a calm and nurturing place to learn. Leaders' expectations for behaviour are high and staff share these expectations and pupils rise to them.
“Pupils enjoy school and they learn in purposeful and supportive classrooms. Leaders have designed a clear and ambitious curriculum which is generally taught well.
“Leaders ensure that the personal, social and health education curriculum is well structured. Pupils are proud of the wide range of opportunities they have to learn beyond the classroom and a well-planned offer of educational visits enables pupils to experience new activities.”
After receiving the inspection report, headteacher Andrea Charlton said: “The report recognises the positive relationships, calm atmosphere and meaningful learning experiences that help children feel happy, safe and ready to learn.
“I’m pleased that it highlights their enjoyment of school, their respectful behaviour and the many opportunities they have to grow both in and beyond the classroom.”
Lead inspector Emily Stevens commended the school for its inclusive ethos and provision for disadvantaged children and those with special educational needs and disabilities (SEND).
She said: “Leaders take prompt action to understand and unpick barriers for pupils. They strive to be a listening school, working with families to identify individual pupil needs quickly. They seek and act on advice from professionals, when needed, to support pupils with SEND.
“The pupil premium strategy is carefully considered. Leaders ensure that funding is used to reduce barriers to pupils' learning.”
A key area addressed as needing attention is the development of children's literacy.
Ms Stevens said: “Over recent years, too many pupils have not secured the skills they need to read fluently.
“This has meant that outcomes in the Year 1 phonics screening check have been inconsistent and below national averages.
“Leaders have taken appropriate action to improve these outcomes, however, it’s too early to see the impact of these changes in national outcomes.”
Ms Charlton responded: “While we recognise there is still work to do in strengthening achievement, the areas identified were already being addressed and we now need time for these developments to embed and for their impact to be fully realised.
“With our fully committed and dedicated staff, I am confident this will certainly be achieved.”
Inspectors identified how school leaders “work effectively to engage with parents and carers” and how governors work collaboratively with staff.