Gorseland Primary School
Headteacher: Mr Darron Jackson
reveal email address
School holidays for Gorseland Primary School via Suffolk council
497 pupils capacity: 99% full
250 boys 51%
245 girls 50%
Last updated: Sept. 5, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 623744, Northing: 245559
- GPS coordinates
- Latitude: 52.063, Longitude: 1.2627
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 16, 2013
- Region › Const. › Ward
- East of England › Central Suffolk and North Ipswich › Kesgrave East
- Urban > 10k - less sparse
- SEN priorities
- MLD - Moderate Learning Difficulty
- Special classes
- Has Special Classes
- Free school meals %
- 0.4 miles Birchwood Primary School IP53SP (209 pupils)
- 0.6 miles Shawe Manor School IP52PU
- 0.7 miles Martlesham Beacon Hill Primary School IP124SS (99 pupils)
- 0.8 miles Kesgrave High School IP52PB
- 0.8 miles Kesgrave High School IP52PB (1722 pupils)
- 1 mile Cedarwood Primary School IP52ES (451 pupils)
- 1.3 mile Heath Primary School, Kesgrave IP51JG (533 pupils)
- 1.6 mile Bealings School IP136LW (96 pupils)
- 2.4 miles Bucklesham Primary School IP100AX (101 pupils)
- 2.4 miles Kyson Primary School IP124HX (420 pupils)
- 2.5 miles Broke Hall Community Primary School IP45XD (649 pupils)
- 2.6 miles Waldringfield Primary School IP124QL (92 pupils)
- 2.7 miles St Alban's Catholic High School IP43NJ
- 2.7 miles The Bridge School IP45SN (109 pupils)
- 2.7 miles Kingston Middle School IP124BW
- 2.7 miles St Alban's Catholic High School IP43NJ (1011 pupils)
- 2.9 miles St Mary's Church of England Voluntary Aided Primary School, Woodbridge IP124JJ (212 pupils)
- 3 miles Copleston High School IP45HD
- 3 miles Copleston High School IP45HD (1752 pupils)
- 3.1 miles Britannia Primary School and Nursery IP45HE (647 pupils)
- 3.1 miles Farlingaye High School IP124JX
- 3.1 miles Amberfield School IP100HL
- 3.1 miles Woodbridge School IP124JH (850 pupils)
- 3.1 miles St Anne's School IP121BU
Ofsted report transcript
Gorseland Primary School
Deben Avenue, Martlesham Heath, Ipswich, IP5 3QR
|Inspection dates||16–17 May 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Most pupils achieve well and make good |
Pupils in the specialist support unit, who are
Behaviour around the school is outstanding;
Pupils show a fine example in their attitudes
Pupils and adults show high levels of respect
progress given their individual starting points.
disabled or have complex special educational
needs, make especially good progress in their
pupils’ spiritual, moral, social and cultural
development is exceptionally good.
to learning; they cooperate very effectively
and know how to keep each other safe.
for each other; the quality of their working
relationships is a strength of the school.
| Leadership, management and governance are |
Leaders at all levels have a cooperative and
The large majority of teaching is good
The school aims to provide the best possible
Good opportunity is being taken, under the
The school is regarded highly by its families.
good. There is effective teamwork and
systematic approaches to improving teaching
and pupils’ achievement.
beneficial influence on school improvement.
throughout the school. The quality of some
teaching and learning is outstanding.
education for its pupils.
new headteacher, to build on the school’s
| Some aspects of teaching across the school |
The school’s expectations of informative
Standards in mathematics are not yet as high
require further development.
marking, and pupils’ responses to this, are
not achieved consistently by all teachers.
as they are overall in English.
| In the Early Years Foundation Stage and Year |
In the Nursery and Reception classes, the
1, teachers’ pronunciation of the different
sounds that letters make is not consistent.
school encourages families to support their
children’s learning through contributions to
their ‘Learning Journey’ records, but with
|Inspection report:||Gorseland Primary School, 16–17 May 2013||2 of 10|
Information about this inspection
- Inspectors observed 28 lessons, including ten which were seen jointly with members of the
school’s leadership team. All 16 class teachers, and their teaching assistants, were seen working
with the pupils. Daily registration time was observed and inspectors attended assemblies.
- Three sessions of the work of the specialist support centre were observed. This involved seeing
all the staff concerned working with their pupils.
- Meetings were held with groups of pupils selected at random by the lead inspector. These
included those whose circumstances make them more vulnerable. In addition, many informal
opportunities were taken to talk with pupils.
- Inspectors heard a sample of pupils from Years 2 and 6 read and explored the pupils’ reading
- Inspectors looked at a wide range of school documents including development plans, policies,
self-evaluation reports, various monitoring files, safeguarding and curriculum materials,
information provided for families and governing body documents.
- Discussions were held with the headteacher, deputy headteacher, the leader of the school’s
specialist support centre, subject coordinators, class teachers, teaching assistants, the special
educational needs coordinator, the school’s librarian, administrative staff, members of the
governing body and a representative of the local authority.
- The inspectors took into consideration the 81 responses to the online questionnaire (Parent
View), and spoke personally with a number of parents and carers at the start of the school day.
The 20 responses to the questionnaire for school staff were also taken into account.
|Michael Miller, Lead inspector||Additional Inspector|
|Terence Cook||Additional Inspector|
|Judith Dawson||Additional Inspector|
|Mina Drever||Additional Inspector|
|Inspection report:||Gorseland Primary School, 16–17 May 2013||3 of 10|
Information about this school
- This is a larger than average-sized primary school serving families mainly from its local
community and surrounding area. Most pupils come from White British backgrounds.
- The headteacher took up his post at the start of the Summer Term 2013, and had been in post
for less than a month at the time of the inspection.
- The school works with other local schools through the Farlingaye cluster.
- The proportion of disabled pupils and those who have special educational needs supported at
school action is below average. The proportion supported at school action plus or who have a
statement of special educational needs is above average; this is due to the school’s specially
- The specialist support centre caters for up to 25 pupils, aged from 5 to 11, with complex
learning difficulties. There are some pupils with behaviour, social and emotional difficulties.
There are currently 25 attending the unit, who come from across the local authority area.
- There is full- or part-time alternative provision, through the local authority, for pupils who may
need additional support, and who are awaiting transfer to special schools. This is currently at the
Centre for Behaviour Therapy (CfBT), a specialist centre in Ipswich.
- The proportion of pupils for whom the school receives the pupil premium (additional government
funding for particular groups, including those known to be eligible for free school meals) is below
- The school meets the current government floor standards, which set the minimum expectations
for the attainment and progress of pupils by the end of Year 6.
What does the school need to do to improve further?
- :Increase the proportion of outstanding teaching, and improve pupils’ achievement, by:
ensuring the marking of pupils’ work is more consistent, regular and focused more specifically
on helping pupils to know exactly how well they are doing, and what to improve
ensuring that there is more consistency in giving pupils the opportunity to correct and develop
their work, both to encourage them to work independently and challenge them even further.
- Ensure the momentum for pupils’ improving progress in mathematics and numeracy is
maintained across all year groups by:
extending the opportunities for pupils to use and apply their calculation skills across a wider
range of subjects and through ‘real-life’ situations
providing a more consistent approach to the teaching of calculation skills across the school.
- Enhance children’s learning in the Early Years Foundation Stage and Year 1 by:
ensuring a consistent approach by teachers to the pronunciation of the sound that letters and
combinations of letters make
encouraging more parents and carers to contribute to their children’s learning journey journals
by including personal, family observations and photographs relating to their children’s learning
and development at home.
|Inspection report:||Gorseland Primary School, 16–17 May 2013||4 of 10|
|The achievement of pupils||is good|
- When children join the school, in the Early Years Foundation Stage, their attainment is broadly in
line with national expectation. They make good progress, and this is gradually feeding through
the school and securely raising both achievement and standards across all year groups.
- In the Nursery and Reception classes, children are used to being asked to explain what they are
doing. This encourages good development of their speaking and listening skills. In the Reception
class, children develop well their understanding of the sounds letters make including through
enthusiastic singing, and the fun use of glove puppets. Where children are mastering writing,
this is well-formed and their writing tools are held correctly.
- In terms of their overall points score (the measure by which all pupils are assessed nationally at
the end of each stage of their education), pupils in the main school typically achieve well and
make good progress across all year groups. Nationally published data for the school includes the
pupils from the support centre; this does skew the apparent overall results by Year 6. In reality,
the attainment of most pupils’ is above average by the time they transfer to secondary school.
- Current Year 6 pupils are achieving particularly well in English and mathematics. Their work and
school assessments show that most have made potentially outstanding progress, but this has to
be tested through their final achievements in the 2013 national tests.
- Pupils’ progress is aided by their above average standards in reading. Although fewer pupils than
nationally gained expected marks in the Year 1 phonics screening test, the attainment of Year 2
pupils in reading is above average; this helps significantly in their learning. Pupils throughout the
school enjoy reading. They are supported in this by the school’s excellent library. The librarian
ensures pupils have access to a wide range of fiction and non-fiction books. The library is used
very effectively, and helps ensure pupils’ love of and value of books.
- Pupils who attend the specialist support centre have such a wide range of individual and
complex difficulties that it is only appropriate to assess their achievement and progress
individually. Such pupils make good progress, particularly in their personal development; this
helps prepare them well for their future lives. They achieve so well because of consistently good,
and often outstanding teaching, and the expertise of their learning support assistants. This is a
fine example of how the school promotes equality of opportunity for its pupils.
- Discussions with two of the unit’s older pupils showed they were able to relate well to adults
because of the trust they have in the staff. They were keen to show off their vegetable garden,
and the cakes they had made from the rhubarb grown there. They were proud of their written
work about the garden. This made an important contribution to the development of their
speech, language and communication skills.
- Most of the pupils attending the school who are eligible for the additional pupil premium funding,
and who have a statement of special educational needs, attend the unit and make good
progress. In 2012, the proportion of pupils in the unit making better than expected progress was
slightly higher than for other pupils in the main school.
- Other pupils identified as being disabled or having special educational needs, and those for
whom English is an additional language, make equally as good progress as their peers. Their
teachers know and understand well their needs, and plan specifically for these. In summer 2012,
the gap in attainment between pupils in the main school who were known to be eligible for free
school meals and similar pupils nationally, was the equivalent of less than a term in both English
and mathematics; such pupils achieve well.
|Inspection report:||Gorseland Primary School, 16–17 May 2013||5 of 10|
- Where pupils with specific individual or learning needs mean they are educated off-site, the
arrangements for this are monitored well and their progress checked regularly by the school.
Such provision supports their potential for learning well.
- Excellent progress was made by pupils in both Year 6 classes in their work on the ‘Dragons’
Apprentice’. This ranged extensively across careers, employment, literacy, numeracy, art and
design and technology. Pupils considered in some depth the skills they possessed as future
employees. They used their well-developed creative imagination to work in groups on some
excellent designs for a new product. Pupils listened attentively to each other’s contributions, and
this helped stimulate the development of their ideas. It was hard work but great fun.
|The quality of teaching||is good|
- The influence of the teaching extends beyond lessons. The staff provide excellent role models
for the pupils. Working relationships are of high quality. Pupils and staff strive to do their best
for, and support each other. Pupils see their teachers and their assistants as a real strength.
- Most teachers use questioning very effectively, not only to check pupils’ understanding but also
to challenge them to explain their thinking and ideas. This is not only instinctive with some
teachers, but also results from good planning and lesson preparation. As a result, pupils gain
good levels of development in their critical, analytical and problem-solving skills.
- Outstanding teaching was seen in a Year 3 history lesson. Here, the development of pupils’ skills
in investigating the past through artefacts from the Tudor period was promoted very effectively.
In a subsequent philosophy lesson, pupils were challenged further to consider what might be
‘real’ or ‘not real’. This made a major contribution to the pupils’ spiritual development and
showed just how well pupils respect each other’s point of view.
- Teaching is consistently good across the school, but there are aspects for further development
to help more teaching become outstanding. Although oral feedback to pupils is usually of good
quality, there are inconsistencies in the marking. This is not always sufficiently regular, or
provides specific enough information to reinforce exactly how well pupils are doing and what to
improve. Pupils are expected to do corrections, but this is not always followed up systematically.
- In the Nursery to Year 1 classes, the teaching of letters and the sounds they make (phonics) is
regular. However, teachers are sometimes inconsistent in demonstrating the sounds made by
individual or blends of letters, sometimes unconscientiously putting an ‘extra vowel’ at the end,
which is potentially confusing for some children and pupils.
- The assessment of pupils’ work is accurate. Staff observations of children’s work and progress in
the Early Years Foundation Stage are particularly good. However, there are not always sufficient
contributions in children’s ‘Learning Journey’ journals from family observations of children at
home. The school does encourage this, but with mixed success.
- There have been important recent improvements in the teaching of mathematics. The school
recognises the need to give more emphasis on the teaching of calculation skills, both mental and
written, linking this work more closely to practical ‘real life’ situations where the pupils would
apply such skills. A new policy has been developed, but it is still becoming embedded; this is
starting to raise pupils’ standards in numeracy, which are not quite as strong as in literacy.
|Inspection report:||Gorseland Primary School, 16–17 May 2013||6 of 10|
- Some expert teaching was seen with younger Reception to Year 4 pupils from the specialist
support centre during a ‘Rumble in the Jungle’ exercise in the hall. Pupils built very successfully
on their understanding of the concepts of ‘tall’ and ‘short’. The use of a large soft toy giraffe
provided a fun focus for physical stretching exercises. Pupils were aided well in developing a
sense of space around them as they imitated successfully various jungle animals.
|The behaviour and safety of pupils||are outstanding|
- The foundations for pupils’ outstanding attitudes to learning are laid securely in the Nursery and
Reception classes. Learning is exciting, because activities are imaginative, interesting and
enjoyable. The ability of teachers and their assistants to support pupils’ learning is much
enhanced by the excellent working relationships between all members of the school community.
This is recognised not only in the highly positive responses to Parent View, where 100% of those
responding would recommend the school, but also through the school’s own survey.
- Pupils’ behaviour and attitudes to learning are underpinned securely by their outstanding
spiritual, moral, social and cultural development. Pupils are enabled to express their thoughts
and ideas, in any situation, without fear or favour. They know that their views will be given fair
consideration by adults and other pupils.
- The school is a harmonious community within which pupils can work and play in safety and
confidence. If pupils do have a problem they know who to go to. They understand the
importance of saying ‘No’ to any hint of bullying or racism. In this, and many other ways, pupils
are excellent ambassadors for their school.
- Pupils are polite, courteous, considerate, and understand their responsibilities to each other.
There is a sensitive approach to behaviour management which ensures that adults have the
highest expectations of the pupils’ behaviour. Pupils respond quickly to this, right from their first
day at school. This helps reinforce effectively pupils’ understanding of right and wrong.
- Life at the school is never dull. Pupils want to come to school, and this is reflected in above-
average attendance rates. Pupils feel that, whatever their background, they are treated fairly
and no one is made to feel different. This is mirrored in the excellent ways pupils from the
specialist support unit are enabled to become involved in the life and work of other classes.
- In one of the assemblies, pupils sung the Olympic Anthem ‘What have you done today to make
you feel proud’. They did this not only with real meaning but also as a challenging question of
both themselves and each other.
|The leadership and management||are good|
- The new headteacher is already having an important impact in building on the work of his
predecessor and the deputy headteacher who managed the school for the previous term.
Discussions with staff show there is a formidable team with a good capacity for improvement.
- There is also good leadership of both the Early Years Foundation Stage and the specialist
support centre. Together with the headteacher and deputy headteacher, they ensure the quality
of teaching and learning is monitored, maintained and supported well.
- There are particularly good links between the specialist support centre and other such primary
school units across the authority. There is close liaison with the pupils’ families. The unit’s leader
is keen to extend the school’s partnership with the families by helping them to develop closer
links with secondary schools and help their children in making the transition to Key Stage 3.
|Inspection report:||Gorseland Primary School, 16–17 May 2013||7 of 10|
- Discussions with a representative of the local authority show it is not a school considered at any
risk, therefore contact and support has been regular but ‘light touch’. Closer links are now being
forged in partnership with the new headteacher. The local authority also values highly the work
of the deputy headteacher. She has been instrumental in organising a conference for other
deputies across the authority on issues ranging from Ofsted inspections to succession planning.
- The school’s leaders and governors are grasping the opportunities for change and development
offered by the appointment of a new headteacher. Although these are at an early stage of
development, there is some imaginative thinking to ensure that the improvements in pupils’
achievement continue successfully as they move through the school.
- Pupils are taught a broad range of subjects which engage them in their learning. A wealth of
extra-curricular activities enriches pupils’ experiences. This is being enhanced by the school’s
exploration of proposals to restructure posts of responsibility. This is with a view to ensuring the
implementation of the new national curriculum before Summer 2014.
- Systems and processes for safeguarding pupils are fully in place. Any pupil whose circumstances
may make them more vulnerable are given extensive support by well-trained staff and, through
them, access to other, relevant professional agencies. The level of care for pupils is high.
- The governance of the school:
The governing body is well informed about the school’s performance. Governors are provided
with a helpful range of data. This enables them to compare and contrast the school’s
performance with others nationally. Governors are questioning as well as supportive and make
an important contribution to the school’s everyday life and work.
There are systematic checks on the effectiveness of teaching and teachers’ performance
management targets. Together with the senior leadership team, the governing body ensures
these targets are linked directly to the quality of teaching and pupils’ progress. Governors
recognise the importance of professional development and rewarding good teaching.
The governing body knows how the pupil premium funding is allocated and produces a
statement showing how it is spent. This is being used well not only to support pupils in the
specialist support centre, but also to contribute to the cost of a mathematics support teacher.
This is a further example of the way the school is working to raise attainment in mathematics.
|Inspection report:||Gorseland Primary School, 16–17 May 2013||8 of 10|
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 employment.
|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 Ofsted inspectors.
|Inspection report:||Gorseland Primary School, 16–17 May 2013||9 of 10|
|Unique reference number||124625|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||509|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 June 2010|
|Telephone number||01473 623790|
|Fax number||01473 625178|