Georgian Gardens Community Primary School

Overview

Pupils are described as “very happy at school,” feeling included, safe, and confident that staff will address their concerns. Since 2018, leaders have established “high expectations for every pupil,” resulting in a calm, settled environment where children are “kind and considerate.” The report highlights a strong focus on inclusion, with parents particularly appreciating the support for pupils with special educational needs and/or disabilities (SEND).

Strengths

• Pupils feel safe and understand the school rules of “ready, respectful, safe,” with bullying concerns addressed “quickly and effectively.”
• A “broad and balanced curriculum” is in place, with targeted support ensuring pupils who fall behind can catch up.
• The special educational needs coordinator works “very effectively” to identify needs and secure appropriate support from external experts.
• Governors have restructured to provide expertise, with “high levels of confidence” in the leadership team from both governors and the local authority.
• The “education for safeguarding” curriculum teaches pupils how to keep themselves safe, complementing effective tracking of vulnerable pupils.

Areas to improve

• Leaders must continue work to improve attendance, as “too many pupils are still persistently absent.”
• Curriculum sequencing in some foundation subjects is not “fully sequenced towards cumulatively sufficient knowledge and skills,” requiring further development.
• Staff require further training to support “weakest readers,” ensuring all pupils read books that match the specific sounds they are learning.

Safeguarding

The arrangements for safeguarding are effective, with staff trained to identify risks and leaders ensuring that positive family relations do not distract from safeguarding responsibilities.