|Name||Galmpton Church of England Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||16 November 2011|
|Address||Greenway Road, Galmpton, Brixham, TQ5 0LT|
|Religious Character||Church of England|
|Number of Pupils||221 (42% boys 58% girls)|
|Number of Pupils per Teacher||19.0|
|Academy Sponsor||The Academy For Character And Excellence|
|Percentage Free School Meals||9.5%|
|Percentage English is Not First Language||1.4%|
|Pupils with SEN Support||9.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about the school
This is an average-sized Church of England voluntary aided primary school. Most of the pupils are of White British heritage. A few are from minority ethnic backgrounds. The school takes in children from a large geographical area and the mobility of pupils at the school is slightly higher than the national average. The proportion of pupils with special educational needs and/or disabilities is average. The current number of pupils with a statement of special educational needs is well below the national average. The percentage known to be eligible for free school meals is below average. The school has gained several awards including Healthy Schools, the Activemark and the Basic Skills Quality Mark.
This is a good school. The comment from the parent who said, ‘Galmpton Primary School has a wonderful, safe, secure and happy atmosphere,’ reflects the great pride it has in its welcoming and inclusive ethos. The Christian values that are seen in the family-focused, caring attitudes of all staff at the school provide pupils with the opportunity to experience their learning in a nurturing yet stimulating environment. Pupils, carers and parents alike value this, and the high attendance rate is reflective of the enthusiasm with which pupils attend school, and best exemplified by a pupil who commented to an inspector, ‘I really love being at this school.’ The school motto, ‘Only my best is good enough for me,’ is clearly embedded in all aspects of the school community with pupils and staff demonstrating values that show their determination to do well. Pupils are very proud of the school and are keen to make positive contributions to school life. The ‘golden carers’ provide support to the younger pupils and are making a strong contribution to pupils’ attitudes and behaviour around the school. Pupils demonstrate good attitudes towards their learning, with high levels of engagement and concentration. They are very respectful, have a well-developed moral code and respond positively to the high expectations at the school. As a result, behaviour is good. Pupils are confident that the school deals effectively with any incidents of unacceptable behaviour. Teaching and learning have improved and are now good. As a result, most pupils are now making good progress and achieve well across all key stages. However, in a few lessons, teaching is not challenging enough to ensure that all pupils attain as well as they might. In these lessons, assessment information is not used consistently enough to ensure that all pupils make the progress that they could, especially in writing. However, this is improving following successful interventions that are continuing to be used across the school. Teaching assistants and other adults who help in classes are deployed well across the school. However, the school needs to help the to develop further, and fully understand their role, to have a greater impact on improving pupils’ outcomes. Teachers mark pupils’ work regularly and the feedback is constructive. However, pupils do not always get information that will help them to move on in their learning and provide them with the next step. Pupils’ high levels of attendance, together with average, and improving, levels of attainment, means they are well equipped to develop skills for the future. The Early Years Foundation Stage is outstanding. Pupils who enter the school make good, and often outstanding, progress in the Reception Year and now enter Key Stage 1 with skills that make them fully prepared to take on the challenges that face them next. The level of care that they receive in Reception is excellent and the high level of engagement that exists with the parents and carers means that the children are fully supported throughout the year. Teaching is highly focused on the individuals in the class and the environment provides stimulating activities to fully engage the children. The governing body has undergone some changes in personnel recently to increase its capacity to provide challenge and support to the school. It is clear that, while the governors understand the school’s strengths and weaknesses, they still need to develop further, both as a group and as individuals, in order to increase their impact. The way that the school partners other organisations and individuals to support the well-being and learning of the pupils is outstanding. Leaders and managers demonstrate a tenacity to identify and lead on a wide range of very successful partnerships. These include one with the National Trust, obtaining the status as a ‘guardian school’ to Greenway House, and the strong link that the school enjoys with the local church; these are having a very positive effect on pupils’ learning at the school. The headteacher has a clear view of what is needed for the continued improvement and development of the school, following the successful improvements since the previous inspection. The leaders and managers at the school are united in sharing his vision and this permeates through to all staff. The process for self-evaluation is rigorous and accurate, correctly identifying the school’s strengths and areas for development. Detailed planning for improvement and thorough monitoring of these areas ensure that the school continues to move forward. Consequently, the school’s capacity for sustained improvement is good.