Grassmoor Primary School, located in Chesterfield, Derbyshire, has been recognized as a good school following its inspection in February 2020. The school is characterized by a positive and nurturing environment where staff genuinely care for the pupils. Relationships among students and staff are strong, fostering a welcoming atmosphere. Pupils exhibit good manners and respect for one another, contributing to a harmonious school culture. The leadership team is committed to ensuring that all students achieve their potential, and teachers engage pupils with interesting and stimulating lessons. Most students demonstrate enthusiasm for learning and are eager to participate in their education.
The behavior of pupils is generally commendable, with most students able to focus on their work without disruption. However, there are instances where a few students may disturb the learning environment. Staff are proactive in supporting those who require additional help to improve their behavior. Pupils feel safe at school and are confident that staff will address any issues, including bullying, which is reported to be infrequent.
The school places a strong emphasis on developing individual talents, particularly in sports and music. Opportunities for leadership are provided through initiatives like the school parliament, where pupils can take on roles such as health or environment ministers. Engaging workshops further enrich the curriculum, allowing students to explore topics like chocolate and mini-beasts, which helps them grow into thoughtful and caring individuals.
In the early years, children are surrounded by books and encouraged to develop their communication skills. Nursery children participate in rhymes and stories, while also learning foundational skills such as letter recognition. The school prioritizes physical activity and personal development, exemplified by daily routines that include teaching children about dental hygiene. Overall, children make a solid start to their education, and leaders are actively working to enhance experiences in the Reception class.
The teaching of phonics has seen improvements, with staff receiving training to deliver sessions effectively. Books are matched to the sounds and words pupils have learned, and additional support is provided for those who fall behind. However, consistency in the implementation of the phonics program remains a challenge. For older pupils, the selection of books and activities is carefully considered to facilitate skill development, and most students enjoy reading.
Mathematics instruction is well-structured, allowing pupils to build their knowledge over time. Teachers effectively identify when students need extra support, ensuring that all pupils can keep up with the curriculum. In other subjects, while teachers demonstrate good subject knowledge and enthusiasm, there are areas, such as geography, where the planning does not clearly outline what pupils need to learn, leading to gaps in understanding.
Pupils' personal development is robust, with assemblies reinforcing the school's values and varied trips providing enriching experiences. Leaders are focused on improving the quality of education and ensuring staff well-being, which contributes to a positive working environment. Most parents express satisfaction with the school's efforts.
The safeguarding measures in place are effective, with staff trained to recognize and respond to potential risks. Leaders collaborate with families and professionals to ensure pupil safety and well-being. While reading has improved, the inconsistent application of the phonics program needs addressing to enhance early reading fluency. Leaders are also working to refine the curriculum planning in subjects like geography and history to ensure a coherent learning experience for all pupils.
