St Gregory Church of England Voluntary Controlled Primary School
phone: 01787 372418
headteacher: Mr Philip Knowles
225 pupils capacity: 124% full
160 boys 56%
120 girls 43%
Last updated: June 20, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 586931, Northing: 241095
- GPS coordinates
- Latitude: 52.037, Longitude: 0.72392
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 1, 2011
- Diocese of St Edmundsbury and Ipswich
- Region › Const. › Ward
- East of England › South Suffolk › Sudbury South
- Urban > 10k - less sparse
- SEN priorities
- MLD - Moderate Learning Difficulty
- Special classes
- Has Special Classes
- Free school meals %
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- 0.7 miles Uplands Community Middle School CO101NG
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- 1 mile Woodhall Community Primary School CO101ST (376 pupils)
- 1.3 mile All Saints Church of England Voluntary Controlled Middle School, Sudbury CO100AA
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- 1.5 mile Wells Hall Community Primary School CO100NH (532 pupils)
- 1.6 mile Great Cornard Middle School CO100NH
- 1.7 mile Bulmer St Andrew's Church of England Voluntary Controlled Primary School CO107EH (51 pupils)
- 2.6 miles Great Waldingfield Church of England Voluntary Controlled Primary School CO100RR (127 pupils)
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- 3.1 miles Foxearth CofE Primary School CO107JE
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- 4.8 miles Belchamp St Paul Church of England Voluntary Aided Primary School CO107BP (78 pupils)
1 July 2015
St Gregory Church of England Voluntary Controlled Primary School
Dear Mr Woodrow
Requires improvement: monitoring inspection visit to St Gregory Church
of England Voluntary Controlled Primary School
Following my visit to your school on 30 June 2015, I write on behalf of Her Majesty’s
Chief Inspector of Education, Children’s Services and Skills to report the inspection
findings. Thank you for the help you gave me and for the time you made available to
discuss the actions you are taking to improve the school since the most recent
section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in March 2015. It was carried out
under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to:
Ensure that all pupils are adequately challenged, with high
expectations expressed by teachers.
Provide teachers with the necessary additional support and training to
ensure that their lessons promote high quality learning for all pupils.
Develop subject leadership, resulting in improved outcomes in all
national curriculum subjects.
Respond to the findings of the governance and pupil premium reviews,
with actions that result in rapid impact on the effectiveness of support
During the inspection, meetings were held with you and the deputy headteacher, the
senior leader responsible for mathematics, the governing body and a representative
of the local authority to discuss the actions taken since the last inspection. The
school action plans were evaluated. We carried out an extended tour of the school
together and observed the quality of teaching, spoke to pupils and looked at books.
With the deputy headteacher, we discussed the provisional data for 2015 and the
key characteristics of the school.
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Since the section 5 inspection the Nursery teacher has taken maternity leave and
has been replaced with a newly qualified teacher. As this is a ‘mornings only’
provision, she also provides release time for senior leaders. The religious education
teacher is on extended leave. The governing body is not complete and has recently
appointed a new parent governor, a vacancy remains for a local authority governor.
The deputy headteacher is leaving at the end of the summer term and has not yet
been replaced. An interim teacher will cover her teaching responsibility and her
leadership duties will be devolved to other members of the senior leadership team
until a substantive deputy is appointed.
During your short time with the school, you have galvanised the leadership and
teaching teams and have a very clear understanding of the necessary aims and
actions required to improve the school. This has resulted in improved attainment and
progress data for 2015. You are aware that there are still many areas to address and
approach this in a systematic fashion, effectively prioritising the areas for
improvement that impact most directly on pupils’ learning.
The action plan and Ofsted action plan each provide clear objectives that will
improve pupils’ outcomes in key areas. The involvement of all teaching staff has
supported a whole school determination to improve and there is evidence of positive
impact in the majority of classes.
Behaviour remains a strength of the school and is improving. Pupils’ attitudes to
their learning have become more reflective since March and this is a result of the
new marking and feedback scheme. Pupils enjoy responding to teachers’ comments
and see value in referencing the previous improvement comment into their current
piece of work. This procedure is having most impact in the classes where it is used
consistently well. The improved presentation in books, which are now ordered and
neat, reflects the fact that pupils are responding positively to teachers’ higher
expectations. Pupils are also producing more written work that reflects their better
learning and increased subject knowledge, skills and understanding. You are aware
that this needs to been seen more widely across all national curriculum subjects.
Teachers have altered the topics within the curriculum to promote the better
engagement of boys. The writing activity in Year 4 and 5, a chronological report on
David Beckham, was evidence of this. Your teachers have been trained to deliver
English is a more dynamic fashion; this is starting to support better attainment and
progress for boys.
The governing body has led the school through a period of change and uncertainty.
There are a number of new governors and it is imperative that the planned review
informs further practice and improvements.
Early Years provision is improving. You recognise that further support is required to
ensure that this provision meets the learning needs of all groups of pupils.
Ofsted may carry out further monitoring inspections and, where necessary, provide
further support and challenge to the school until its next section 5 inspection.
The local authority has provided suitable on-going support, particularly with your
new headteacher induction. The Suffolk challenge partner has supported the
creation of the post-Ofsted action plan and has provided professional development
for your staff. Support in improving the Early Years Foundation Stage has led to
some improvements; this needs to continue. The local authority’s standards and
excellence officer has reviewed aspects of the school such as the website and
baseline assessments. The diocese provides headteacher performance management
and will be conducting the review of governance. The pupil premium review is being
facilitated by an academy trust within the eastern region.
I am copying this letter to the Chair of the Governing Body, the Director of Children’s
Services for Suffolk and the Diocese of St Edmundsbury and Ipswich.
The letter should be copied to the following:
cc. Appropriate authority - Chair of the Governing Body/Interim Executive Board
cc. Local authority
cc. Diocese – for voluntary aided and voluntary controlled schools