Galley Common Infant School

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About Galley Common Infant School

Name Galley Common Infant School
Ofsted Inspections
Headteacher Mrs Kay Middleton
Address Plough Hill Road, Galley Common, Nuneaton, CV10 9NZ
Phone Number 02476392219
Phase Primary
Type Community school
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 167
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

Galley Common Infant school is a special place to learn.

Pupils enjoy coming to school. They are happy and safe here. Parents and carers are highly positive about the school, typically saying that 'staff are kind, welcoming and knowledgeable.'

Children get off to a flying start in early years. They love being in different outside spaces, exploring and playing together. Staff encourage children to praise each other for their achievements.

This helps children to grow in confidence and appreciate each other's differences.

Pupils respond enthusiastically to the high expectations that staff have for them. They learn from an exciting and curriculum that meets their individual needs.

They usually behave well and try hard to do their best.

Many pupils thrive taking on additional responsibilities, such as older pupils helping to look after younger pupils at lunchtime. This develops a sense of community and enables older pupils to be good role models.

What does the school do well and what does it need to do better?

The school has designed a broad and balanced curriculum. Staff give careful attention to the knowledge and skills that pupils should learn at each stage. This begins in the early years, where children's understanding builds step by step in readiness for key stage 1.

Pupils develop their subject knowledge and skills successfully over time. They remember important concepts and skills. They frequently go back to think about and apply what they have learned before.

The school ensures that learning to read is a high priority. Staff are well trained to deliver the reading programme. As soon as children start in Reception, they are taught to develop a love of reading.

Books match the sounds children learn to enable them to read with accuracy and fluency. Pupils access a range of high-quality and diverse texts across the curriculum to support their understanding of the wider world.

The school has implemented a mathematics curriculum that builds pupils' learning over time.

This systematic approach to learning mathematics begins in the early years. Children develop their mathematical vocabulary and understanding of numbers and shape recognition. Teachers have strong subject knowledge.

They check what pupils have learned and understood. Teachers use the feedback from pupils to address any gaps in pupils' learning.

Staff identify pupils with special educational needs or disabilities (SEND) effectively.

They adapt the delivery of the curriculum appropriately for pupils with SEND. Staff work closely with parents to find out about pupils' individual needs and provide targeted additional support when required. Typically, pupils with SEND access the same learning as their peers and achieve well.

Staff have received training and guidance to support pupils with additional needs, including social, emotional and mental health needs. The school is continuing to provide all staff with further training to ensure that support for all pupils with SEND is highly effective.

There is a close working relationship between staff and parents.

This is particularly evident in the early years provision. These positive relationships help children settle into school quickly. Staff are adept at communicating with children and developing their spoken language.

This contributes to children's strong progress in the early years.

Pupils are polite and courteous. They know how staff expect them to behave, and most pupils live up to these expectations.

However, some staff are not consistent in reinforcing behaviour expectations. This leads to pupils not focusing fully during lessons.

Pupils benefit from learning about different traditions, faiths and cultures.

They enjoy learning about their local community and welcome members of the local community for events, such as afternoon tea. Pupils learn about healthy friendships and relationships as part of their sex and relationships education curriculum.

The school provides an excellent range of wider opportunities for pupils.

There are lots of clubs on offer, including sewing, gardening and well-being club. Pupils value these opportunities. They enjoy a range of trips that enhance their learning, including visits to the local farm and museums.

Staff are taking effective steps to encourage good attendance so that all pupils benefit from the education and experiences the school offers.

Governors have a clear understanding of the school's strengths and areas for development. However, there are many governor vacancies, which is limiting governors' capacity to hold the school to account.

Staff are proud to work at the school. They value the training they receive and feel well supported by leaders with their workload and well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not apply the school's behaviour policy with consistency, and their expectations of pupils' behaviour, including pupils with additional needs, are not high enough. As a result, some pupils distract others or do not engage with their work. The school should ensure that all staff apply the behaviour policy as intended.

• The school has struggled with the recruitment of governors, resulting in many vacancies on the board. Therefore, governors have limited capacity to challenge and support leaders and undertake all aspects of their role fully. The school should find alternative ways to recruit new governors and build capacity within the governing body.

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