Galley Common Infant School


Name Galley Common Infant School
Website http://www.galleycommoninfschool.co.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 25 November 2010
Address Plough Hill Road, Galley Common, Nuneaton, Warwickshire, CV10 9NZ
Phone Number 02476392219
Type Primary
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Warwickshire
Percentage Free School Meals 4.2%
Pupils with SEN Support 6.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a small school. Most of the pupils are of White British heritage. The proportion of pupils with special educational needs and/or disabilities is below the national average. Their needs relate mainly to speech, language and communication or general learning difficulties. The headteacher was appointed in April 2010 having previously been acting headteacher.

Main findings

This school provides an outstanding education for its pupils. They make exceptional progress because learning is exciting and meaningful and because the teachers know the pupils very well. The school has a warm, welcoming, stimulating environment, in which the pupils feel extremely safe, secure and ready to learn. This is reflected in their outstanding behaviour and high level of attendance. Parents and carers appreciate the excellent care, guidance and support their children receive and have overwhelmingly positive views about what the school does for their children. The views of one parent are typical of many: ’Fantastic, caring school with excellent staff. This school caters for children of all abilities.’ The headteacher’s clear vision and passion for improvement are shared by the whole school community. This high level of commitment and unity is a powerful tool which drives improvement and embeds ambition in an outstanding way. Highly successful measures have been taken to address the issues from the previous inspection report and to move the school forward. The school now has a three-year integrated development plan which is based on an accurate review of its performance and is clearly focused on sustained improvement. This has improved the quality of teaching and learning, raised attainment and confirmed the school’s outstanding capacity to continue improving. The teaching is highly effective in inspiring the pupils and ensuring that they learn at a brisk pace. The teachers use the pupils’ own interests as starting points and turn them into memorable experiences which deepen the pupils’ learning. Then, they weave in skilfully the important steps that ensure that pupils build successfully on what they know and can do. The children make excellent progress in the Early Years Foundation Stage. The high rate of progress continues through the school. In 2010, the attainment of pupils at the end of Year 2 recovered from a dip in 2009 and was significantly above average in reading, writing and mathematics. Over the last term, the school’s concerted efforts to increase the number of more-able pupils reaching the higher Level 3 in writing at the end of Year 2 has met with great success. Twice as many pupils as average are now securely on track to reach this level at the end of the year. This brings writing in line with the success achieved by more-able pupils in reading and mathematics. The governing body make sure that they are well informed and know the school well. They challenge and support where and when necessary. Procedures for safeguarding are outstanding and this ensures that all of the pupils feel very safe and that their emotional and social needs are met. Checks on the suitability of adults to work with children are thorough and child protection arrangements are very secure and updated regularly. The school’s commitment to promote community cohesion is good and, consequently, the school is a cohesive community where the pupils play and work happily and learn about and respect the beliefs of others. Although the school is taking action, it realises that the links it has with a school in different circumstances are not used well enough to ensure that the pupils gain first-hand experience of what life is like for pupils from other backgrounds and cultures.