Gardners Lane Primary School, located in Cheltenham, Gloucestershire, has recently undergone an ungraded inspection on July 16 and 17, 2024. The overall judgement remains good, but evidence suggests that the school may not achieve the same rating if a graded inspection were conducted at this time. The next inspection will be a graded one.
Pupils at Gardners Lane Primary School report feeling happy and safe, with most demonstrating positive attitudes towards their learning. While behavior is generally good, there are instances where some pupils struggle to manage their behavior. In such cases, staff intervene promptly to minimize disruption, allowing for a conducive learning environment. The school is actively working to improve attendance rates and is collaborating with families to address absenteeism. New pupils quickly integrate into the school community, feeling welcomed and included.
The leadership team is ambitious for all pupils to achieve well. They have recently reviewed the curriculum, outlining clear expectations for what pupils should learn. However, the implementation of this new curriculum is inconsistent across many subjects, resulting in some pupils not learning as effectively as they could. The school offers a variety of opportunities for pupils to explore their interests and talents, particularly in sports, which are inclusive and promote enjoyment and healthy competition. Enriching experiences, such as trips to local farms and cultural events, enhance the curriculum and provide memorable learning moments.
Recent leadership changes have led to a more accurate understanding of the school's strengths and weaknesses. New leaders are working with external advisors to implement significant improvements in curriculum design. However, much of this work is still in its early stages, and the impact on pupil learning has yet to be fully realized. Reading is emphasized within the school, with a structured approach to phonics instruction. Nonetheless, there are concerns regarding the fidelity of this approach, as some staff do not adhere closely to the chosen program. This inconsistency can hinder the progress of weaker readers, who may not receive timely and targeted support to address their phonics gaps.
In certain subjects, the curriculum's content and sequencing are clear, allowing teachers to build on pupils' prior knowledge effectively. For instance, in mathematics, pupils can apply their understanding of multiplication to solve more complex problems. However, in other subjects, the intended learning outcomes are less clear, leading to gaps in knowledge for some pupils. Conversely, some pupils may not receive sufficiently challenging work, preventing them from reaching their full potential.
The school has systems in place to support pupils with special educational needs and disabilities, and staff are attentive to the needs of all pupils. The school promotes inclusivity and celebrates diversity from the early years. Personal development is a focus, with pupils learning about health, relationships, and the values of modern Britain. Positive relationships between adults and pupils foster an environment where pupils feel comfortable sharing their views and contributing to school improvement.
Governors are beginning to establish routines for monitoring the quality of education, but currently lack clear oversight of curriculum implementation across subjects. This limits leaders' ability to evaluate the effectiveness of changes made. Leaders are also mindful of staff well-being during this period of transition, and staff appreciate their involvement in the school's improvement efforts. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils.
To improve, the school must enhance the implementation of its early reading program, ensuring all staff have the necessary expertise and resources. Additionally, the curriculum needs to be better aligned with pupils' starting points to ensure effective learning across all subjects. Monitoring the curriculum's implementation and impact is essential for leaders to make informed decisions about future actions.
