Glebelands Primary Academy is a larger than average primary school located in Chatteris, Cambridgeshire. The school has been recognized as a good institution, maintaining high standards in education and student well-being. The inspection conducted in November 2019 reaffirmed this status, highlighting the positive environment fostered by warm relationships between staff and pupils. Students express enjoyment in attending school and find the curriculum engaging and stimulating. They appreciate the opportunities to make friends and participate in various activities, which contribute to a supportive community.
The staff at Glebelands Primary Academy hold high expectations for all pupils, particularly in reading. They actively promote a love for reading by providing a diverse range of books that are displayed attractively, encouraging students to explore and discuss their reading choices. This approach has effectively broadened pupils' vocabulary and comprehension skills. The behavior of pupils is commendable, as they demonstrate politeness and courtesy, showing interest and enthusiasm in lessons. They listen attentively and strive to apply the advice given by adults, particularly enjoying collaborative work in subjects like physical education.
Pupils report that bullying is rare, and they feel confident in the staff's ability to address any issues that arise. They possess a strong understanding of online safety, knowing the importance of protecting personal information and avoiding interactions with strangers online. The school leadership, including governors, is committed to ensuring that pupils develop into confident individuals with high aspirations, preparing them well for future educational stages. The curriculum is designed sequentially, allowing for the gradual development of knowledge and skills.
The emphasis on vocabulary enhancement is evident, with staff providing subject-specific terminology that aids pupils in understanding and engaging with new concepts. The quality of work in pupils' books reflects their improving achievements, including in national examinations. Disadvantaged pupils and those with special educational needs receive appropriate support, with tailored learning strategies that break down tasks into manageable steps.
Reading is prioritized from the outset, with phonics instruction beginning as soon as children start school. Teachers effectively demonstrate how to blend sounds for reading and segment them for spelling, ensuring that pupils practice these skills daily. In key stages one and two, teachers facilitate discussions around various texts, encouraging pupils to find evidence to support their answers. Engaging activities are planned to spark interest and foster a love for learning.
Mathematics instruction is structured to build on pupils' knowledge year after year, with younger children learning to compare sizes and older pupils tackling more complex problems. History lessons are also well-organized, inspiring pupils to inquire and enjoy the subject matter. Teachers assess pupils' skills in reading, writing, and mathematics effectively, using this information to inform future learning. However, there is a need for improvement in assessing pupils' progress in foundation subjects, as current methods do not provide sufficient insight into their learning depth.
Overall, pupils take pride in their work and have ample opportunities to engage in activities that promote their spiritual, moral, social, and cultural development. Staff members are dedicated to their roles, and the school community is supportive. While most parents express satisfaction with the school's performance, some concerns have been raised regarding support for pupils with special educational needs and behavior management. The school is committed to addressing these concerns and enhancing communication with parents to clarify its efforts in these areas. The safeguarding arrangements are effective, with well-trained staff who are vigilant in ensuring the safety and well-being of all pupils.
