|Name||Garlinge Primary School and Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||25 June 2014|
|Address||Westfield Road, Margate, Kent, CT9 5PA|
|Religious Character||Does Not Apply|
|Number of Pupils||803 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.7|
|Percentage Free School Meals||27.8%|
|Percentage English is Not First Language||13.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is much larger than average for a primary school and has grown by another class since the previous inspection. It is gradually expanding towards four forms of entry, but currently has three classes in Reception and Years 1 and 2, and two classes in Years 3 to 5. In Year 6, pupils are taught in three smaller classes. Major building works had begun two days before this inspection. These have limited access to certain parts of the very large school site There are two sessions for nursery age children, one in the morning and one in the afternoon. Most of these children move on to Reception and the school draws the rest of its intake from a wide variety of independent nursery providers. The large majority of pupils are of White British heritage, with a small minority from a range of other ethnic backgrounds. The largest of these groups are pupils from Eastern European countries. There is a growing number of pupils who do not speak English when they join the school. The movement of pupils in and out of the school is much higher than is usually found. The proportion of disabled pupils and those with special educational needs supported at school action is above average. The proportion supported at school action plus or with a statement of special educational needs is well above average. Garlinge is a lead school for pupils with physical impairment. There are currently seven such pupils on roll, all of whom have statements of special educational need and who are fully integrated into mainstream classes. The school works in close partnership with The Foreland special school and hosts one of its classes on site. This provision was not inspected. Pupils from The Foreland are integrated into mainstream classes at Garlinge for some lessons. The proportion of pupils who are eligible for additional funding known as pupil premium (pupils who are eligible for free school meals and children in care) is well above the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school works in partnership with a number of primary and secondary schools in Thanet as part of the Great Expectations Learning Alliance. A breakfast club operates daily.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress in all parts of the school and standards are rising year on year in Reception, Year 2 and Year 6. This is because the quality of teaching is now consistently good with examples of outstanding practice. All staff expect the very best of pupils in their work, behaviour and relationships. As a result, the school is a harmonious community where pupils work hard and get on extremely well with each other. Leaders and managers are very ambitious for the school and relentless in their drive for excellence in all areas of school life. The school goes the extra mile to work closely with families to ensure pupils attend school regularly. As a result, attendance has improved to average levels. Staff provide excellent care and support for pupils with physical impairment and those with additional needs, so that all achieve well, feel safe and thoroughly enjoy school. Pupils have excellent attitudes to learning, are polite and considerate to each other and behave exceptionally well around the school. The school’s systems for assessing and checking pupils’ attainment and progress are exceptionally rigorous. It is not yet an outstanding school because : Occasionally, the most able pupils are not given work that is hard enough throughout the lesson. Handwriting is not of a consistently high standard. Although teachers’ marking has improved considerably, pupils are not always given time to correct mistakes or practise what the teacher has suggested.