Gomeldon Primary School
phone: 01980 611370
headteacher: Mrs Pam Bassindale Ba Pgce Npqh
147 pupils capacity: 102% full
75 boys 50%
75 girls 50%
Last updated: Oct. 2, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 418304, Northing: 135782
- GPS coordinates
- Latitude: 51.121, Longitude: -1.7399
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 9, 2014
- Region › Const. › Ward
- South West › Salisbury › Bourne and Woodford Valley
- Village - less sparse
- 0.9 miles St Nicholas Church of England Primary School, Porton SP40LB (119 pupils)
- 1.2 mile Winterbourne Earls Church of England Primary School SP46HQ (185 pupils)
- 2.4 miles Old Sarum Primary School SP46GH (130 pupils)
- 2.9 miles Greentrees Primary School SP13GZ (236 pupils)
- 3.1 miles St Edmund's Church of England Girls' School and Sports College SP11RD
- 3.1 miles St Joseph's Catholic School SP11QY (460 pupils)
- 3.1 miles Amesbury Archer Primary School SP47XX (323 pupils)
- 3.1 miles St Edmund's Girls' School SP11RD (831 pupils)
- 3.2 miles Pitton Church of England Voluntary Aided Primary School SP51DT (101 pupils)
- 3.2 miles Wyvern College SP11RE
- 3.2 miles Wyvern College SP11RE (333 pupils)
- 3.3 miles St Andrew's Church of England Voluntary Aided Primary School, Laverstock SP11QX (184 pupils)
- 3.3 miles The Manor House School SP46BB
- 3.4 miles Wyndham Park Infants' School SP13BL (267 pupils)
- 3.5 miles Newton Tony Church of England Voluntary Controlled School SP40HF (49 pupils)
- 3.5 miles St Mark's CofE Junior School, Salisbury SP13BL (326 pupils)
- 3.5 miles Exeter House Special School SP13BL (101 pupils)
- 3.7 miles Christ The King Catholic School, Amesbury SP47LX (234 pupils)
- 3.7 miles Chafyn Grove School SP11LR (301 pupils)
- 3.8 miles Stratford-sub-Castle Church of England Voluntary Controlled Primary School SP13LL (136 pupils)
- 3.8 miles South Wilts Grammar School for Girls SP13JJ
- 3.8 miles Leehurst Swan SP13BQ (326 pupils)
- 3.8 miles South Wilts Grammar School for Girls SP13JJ (1015 pupils)
- 3.9 miles Amesbury Infants' School SP47AH
Gomeldon Primary School
Gomeldon. Salisbury, SP4 6JZ
|Inspection dates||9–10 September 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils achieve well and make good progress |
Children make an excellent start to their life in
The whole staff create a family environment in
Pupils develop skills quickly because teachers
across a range of subjects. Attainment is rising
and it is consistently above average by the end of
school in the welcoming and stimulating
which all pupils are well known to them and well
cared for. As a result, pupils behave exceptionally
well, feel safe in school and their attendance is
expect them to work hard and not waste time.
Activities both in and out of lessons make learning
exciting and motivate pupils to do well.
| Additional government funding is used to good |
The determined leadership and management of
The governing body provides high-quality support
The school receives very effective support from the
Parents and carers are very pleased with the work
effect to help eligible pupils to settle and learn
both the headteacher and deputy headteacher have
led to significant developments in the last year. This
has resulted in an improvement in teaching and
achievement across the school.
and challenge, and is very knowledgeable about the
of the school, especially the way that their children
are cared for.
| There is not enough outstanding teaching to |
Some of the most-able pupils are not given
ensure all pupils’ progress is rapid in every class.
enough challenge in the planned tasks.
| Teachers do not always insist on pupils presenting |
their work neatly.
Information about this inspection
- All teachers were observed teaching. Many of these observations were with the headteacher.
- Discussions were held with different groups of pupils, members of the governing body, the headteacher,
deputy headteacher staff members and members of the PTA.
- The inspector took account of the 28 responses to the online questionnaire, Parent View, in planning the
inspection, and talked to a number of parents and carers during the inspection.
- The inspector also took account of the 16 staff questionnaires returned.
- The inspector held a discussion with a representative of the local authority.
- The inspector looked at pupils’ work and heard pupils from different year groups read.
- The inspector observed the school’s work, and looked at a range of documentation, including information
about pupils’ performance and progress, the school improvement plan, procedures for safeguarding pupils,
the governing body minutes, school policies and curriculum planning documents.
|David Marshall, Lead inspector||Additional Inspector|
Information about this school
- This is a smaller than average-sized primary school.
- A very large majority of pupils are of White British heritage.
- The proportion of pupils supported through the pupil premium, which is additional government funding
for pupils who are known to be eligible for free school meals and those looked after by the local authority,
is below average. There are no pupils eligible for free school meals. The proportion of pupils with a
statement of special educational needs is below average.
- There are no pupils with statements or education, health and care plans. This is lower than what is found
in most schools.
- The school meets the government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress.
The present headteacher joined the school in September 2013.
What does the school need to do to improve further?
- Improve pupils’ achievement and the quality of teaching from good to outstanding by ensuring that:
all pupils, particularly the most able, are provided with work that fully stretches them
all pupils are reminded to present their work neatly and carefully.
|The leadership and management||are good|
- The experienced headteacher and deputy headteacher create a culture of high expectations at Gomeldon
Primary School. This is evident in the vibrant displays and typically courteous behaviour of the pupils.
- All staff are enabled to make an effective contribution to the school. Teamwork is good and everyone,
including the learning support assistants and administration officer, are considerable assets to the school
and are very much appreciated by all concerned.
- Planning to secure improvement is robust and comprehensive, involving all staff and the governing body.
Specific priorities are clearly identified and are closely aligned with regular and accurate analysis of the
quality of teaching. The impact of the latest changes to ensure all pupils, especially the most able in Key
Stage 1, make maximum progress is too recent to evaluate.
- The plans to improve the learning areas in the Early Years Foundation Stage have been carried out
extremely well. This has enhanced the start for all children when they join the school.
- Leaders carefully and frequently collect assessment information on how well pupils achieve, which they
analyse rigorously. They are remodelling this, in collaboration with other schools, in a way that it is user-
friendly, particularly for the governing body.
- Senior and middle leaders check the quality of teaching and pupils’ work, including marking, in an
organised and systematic way. They link this clearly to the well-coordinated arrangements for the
management of staff performance. Other leaders make an effective contribution to good teaching in the
- School leaders give continuing professional development a high priority, for example their highly
successful collaborative approach to share best practice is embedded in the school. They alsomake
extensive and productive use of the school’s many links with other schools and organisations to develop
- The staff have reorganised the curriculum very well. The carefully planned introduction of French is a
good example of the effectiveness of this planning.This contributes strongly to pupils’ good and improving
achievement, as well as pupils’ spiritual, moral, social and cultural development. There are very well-
planned opportunities for pupils to learn about other cultures and faiths.
- The school enjoys good relationships with parents and carers. They appreciate the workshops to help
them support their children in literacy, e-safety and phonics (letters and the sounds they make). Those
who spoke to inspectors during the inspection were very pleased with the leadership of the school and the
quality of the information they receive.
- The local authority provides very effective support to the school through termly meetings.
- The governance of the school:
The governing body is an active and committed group that uses high levels of professional expertise to
provide very effective support to the school. Governors manage the school’s finances well and they
have ensured that additional funding has been used effectively to enable pupils to settle and close any
achievement gap with other pupils. Governors are aware of the main strengths and areas for
development in teaching and how the school manages the performance of staff. They have ensured
that there is a good match between how well teachers are paid and how well pupils achieve.
Safeguarding arrangements meet requirements and are regularly scrutinised. The school site is well
The primary school sport funding has also been very well used to increase pupils’ opportunities to
experience different games and sports. Governors are knowledgeable about the school’s track record of
achievement over the past three years, and inform themselves regularly about the progress of pupils
currently on roll.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is outstanding. They are keen to apply the skills they have already learnt and to
explore new topics. A group of parents and carers interviewed during the inspection explained that their
children were eager to share with them what they had learnt during the day.
- Adults lead by example, demonstrating the respect and caring nature they expect from the pupils. They
are quick to notice when a pupil needs encouragement or support. The positive relationships between
staff and pupils make a strong contribution to the good progress made by pupils.
- Pupils are very proud of their school. They show respect for the building and for the equipment used by
them. They move around the school quietly and calmly, showing an awareness of the needs of others.
- There are clear systems to encourage pupils to behave at their best. Pupils are rewarded for displaying
good attitudes and are excited about being chosen to be in the ‘hall of fame’.
- The school’s work with the few pupils whose behaviour has caused concern in the past has been
extremely effective. Teachers think carefully about the impact of attitudes and behaviour on pupils’
- Pupils’ attendance is consistently well above average as they all enjoy coming to school.
- The school’s work to keep pupils safe and secure is good. Staff skilfully incorporate messages about safety
into the pupils’ activities. For example, children in Reception already understand the need to be careful on
bikes and wear aprons while mixing colours.
- Pupils say they feel safe at school. They know that the adults in school will help them to sort out any
problems that arise. They act very responsibly on the playground, where they are well supervised. Pupils
say there is no bullying. They have a very good understanding of different kinds of bullying such as cyber-
bullying. They understand how to stay safe on the internet. They know all about keeping safe outside
school and assessing risk. All the parents and carers who responded to Parent View feel their children are
safe at school.
- The school is highly responsive to pupils’ individual needs, especially those moving from one school to
another. Staff work closely with parents and carers to help pupils learn successfully as quickly as possible.
|The quality of teaching||is good|
- The standard of work in pupils’ books and their improving rates of progress show that teaching is typically
good. Staff work well together. They develop excellent relationships with pupils that help to foster their
good attitudes to learning.
- When children in the Reception class start school, they settle in quickly because there is a strong
emphasis on developing their social and questioning skills. As a result of the consistently good example set
by learning support assistants and the early years leader, staff skilfully encourage children to share their
ideas and develop their language skills.
- Good use of pupils’ progress information means teachers’ expectations of what pupils can do are generally
accurate. Pupils’ progress is rapid where teachers check regularly how pupils are doing and promptly
adapt activities to increase challenge or provide support where needed. Occasionally, the work provided,
over time, does not enable the most-able pupils to make the maximum progress of which they are
- Support staff are highly skilled, and enhance pupils’ learning and manage behaviour effectively. Pupils
make good progress because these additional adults are used well to support many different groups of
- Since the previous inspection, leaders have focused on improving the quality of feedback pupils receive
from teachers. Teaching assistants are skilled at providing verbal feedback. There is an effective whole-
school approach to marking. Pupils respond well to the feedback teachers provide, both verbally and when
they mark work, and pupils increasingly provide feedback to one another as well.
- Staff teach literacy and mathematical skills well across the school. The school’s recent work to develop the
use of information and communication technology, to include pupils writing their own programs, is helping
to motivate and engage pupils. It also develops pupils’ skills in this aspect of their learning effectively.
|The achievement of pupils||is good|
- Pupils across the school make good, if slightly varied, progress in all year groups.
- Children joining the school settle extremely well because of the excellent arrangements with parents and
carers before they start. These links , beginning with home visits, help children to settle quickly, become
familiar with the routines and develop confidence.
- The number of children who begin school every year is small. The majority of children start the Reception
class with skills and abilities in line with, or above, those normally expected for their age. As a result of
the excellent start they receive, their learning quickly accelerates and, by the time they reach Year 1, they
have made outstanding progress in all areas and are ready to move on.
- Most pupils make good progress in Key Stage 1. In the 2014 national check of how well using phonics is
understood by pupils, a well-above-average proportion reached the required standard.
- The school has identified that in Key Stage 1 some of the most-able pupils could have made greater
progress in the past. As the pupils’ books show, the most-able pupils are not always challenged to reach
their full potential, or to present their work neatly and carefully, and this affects their rates of progress.
- Older pupils are making consistently good progress and the extensive school records show that the
standards that these pupils are reaching are often well above average. This is because the school has
made some effective changes to the way in which teachers check pupils’ learning and pupils know what
they need to do next to improve. The results in national tests for 2014 were again an improvement on
the previous year.
- Pupils in Years 5 and 6 thrive as a result of being given work which challenges them. Strong teacher
knowledge means that work is presented in a stimulating and exciting way which captures pupils’
attention. This contributes to the good, and sometimes exceptional, progress that pupils are making.
They are very well prepared for the next stage of their education.
- Disabled pupils and those who have special educational needs are successfully meeting the challenging
targets set for them and often make outstanding progress. The school has high expectations of pupils,
regardless of any difficulties they have to overcome.
- Pupils who are eligible for support through additional funding are also making good progress. In 2014,
the there were no gaps in attainment between the groups of pupils supported through additional funding
due to moving into the school and other Year 6 pupils. This compares very favourably with all pupils
nationally. The impact of the school’s investment of additional support is now being seen in the strong
progress for the pupils currently on roll.
- Pupils are very enthusiastic about the variety of sports that they do at school in sessions with specialist
sports coaches, including tennis and fencing. The additional sports funding is being used to raise
participation in sports, to encourage positive attitudes to keeping physically fit and healthy through
lunchtime and after-school clubs. There are also many competitive team games with other local schools,
and county competitions, in which the school is extremely successful. Together with improvements to the
school’s sporting resources, including the employment of a part-time teacher to enable specialist PE
teaching, these motivate pupils to reach good standards.
|The early years provision||is outstanding|
- The children settle quickly into the early years class and begin to learn straight away. Parents and carers
say they really value the home visits before their children start. They also appreciate the many letters and
notes that keep them up-to-date with their children’s progress.
- The range of opportunities made available to the children through the carefully planned provision is
outstanding. The refurbished outdoor area is thoroughly enjoyed by all involved. This provision
contributes to a high level of development of all children, particularly in their spiritual, social, moral and
- All children’s needs are met exceptionally well, regardless of their ability. Their learning is accurately
assessed from the start, and on a day-to-day basis. This enables the staff to provide a broad and rich
range of exciting activities that constantly motivate children to want to join in and learn.
- As a result of the excellent provision, children’s achievement is consistently high across all areas. In
particular, their level of development in literacy and mathematics is especially strong.
- The proportion of children who make better than typical progress from their starting points is well above
average. In 2014, the number of children who achieved a good level of development was very high, and
well above national figures.
- The quality of the teaching of phonics is excellent. Children thoroughly enjoy starting to read. The delight
of the children in the morning sessions where parents and carers are involved in early reading tasks is a
joy to all concerned.
- Children, who had only been in the school for a few days, were observed paying close attention and
responding immediately to questions and directions. The simple task of riding round the playground to
find a number on a skittle was being used to reinforce good manners and sharing.
- The early years provision is outstandingly well led and managed. There has been an unremitting drive to
improve the provision from all involved, including the governing body.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||126195|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4−11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||143|
|Appropriate authority||The governing body|
|Date of previous school inspection||17 September 2009|
|Telephone number||01980 611370|
|Fax number||01980 611370|