Great Gidding CofE Primary School, located in Cambridgeshire, was inspected on 16 November 2022. The overall judgement remains good, although evidence suggests that a graded inspection might yield a lower rating if conducted now. The next inspection will be graded. The school has a positive environment where pupils are polite, caring, and enthusiastic. They meet the expectations set by their teachers and demonstrate respect, resourcefulness, and responsibility. This is evident in their participation in school activities, such as setting up assemblies and assisting younger students during break times. Most pupils exhibit good behavior and are eager to share their ideas, although a few struggle to maintain appropriate conduct in class. When issues arise, they generally respond well to teachers' instructions.
Pupils enjoy learning across various subjects but often find complex tasks challenging due to insufficient foundational knowledge. They feel safe and cared for, with rare instances of bullying, and they trust that teachers will address any concerns. The school offers a range of extracurricular activities, including art, sports, and drumming clubs, which help build self-confidence. Special assemblies celebrate pupils' achievements, fostering a sense of community.
The school has made strides in improving its curriculum, ensuring it is tailored to the needs of mixed-age classes. Leaders have clearly defined what pupils should know and remember in each subject, and the curriculum is well-sequenced to build on prior knowledge. For instance, geography lessons encourage pupils to connect different climates with lines of latitude. A strong emphasis is placed on reading, with pupils engaging in reading activities throughout the day. Teachers read captivating books to students, sparking their interest in stories. Phonics instruction begins in Reception, and the chosen reading materials support pupils, including those with special educational needs and disabilities, in developing their reading skills.
However, the strengths in reading instruction are not consistently reflected in other subjects. Teachers sometimes fail to ensure that pupils practice essential knowledge until they achieve fluency, leading to difficulties in completing more complex tasks. For example, in mathematics, pupils may struggle to recall multiplication facts when solving problems. In Reception, some activities can be confusing due to insufficient practice of basic skills.
Historically, teachers have not received consistent information regarding the needs of pupils with special educational needs and disabilities, resulting in uneven support. Recent efforts by interim leaders have begun to address this by securing a SEND specialist teacher, but significant improvements are still in progress. The interim headteacher has simplified behavior rules, making them easier for pupils to remember, and staff apply these rules effectively, leading to improved management of occasional disruptions.
The school promotes pupils' wider development through assemblies that focus on values and important topics, such as anti-bullying and charity work. Various clubs and trips have been gradually reintroduced, and pupils engage in respectful discussions about different cultures and beliefs. The supportive work environment for staff contributes to their pride in being part of the school community.
Safeguarding arrangements are effective, with leaders acting swiftly to provide necessary support for vulnerable pupils and families. Staff are trained to recognize and address safeguarding concerns, and the curriculum includes safety education. Pre-appointment checks on staff are conducted thoroughly, ensuring a safe environment for all pupils.
To improve, the school must ensure that teachers consistently reinforce key knowledge until pupils achieve fluency, particularly for those who struggle. Additionally, leaders should provide up-to-date information about pupils with special educational needs to enhance teaching effectiveness.
