Garlinge Primary School and Nursery

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About Garlinge Primary School and Nursery

Name Garlinge Primary School and Nursery
Ofsted Inspections
Headteacher Mr James Williams
Address Westfield Road, Margate, CT9 5PA
Phone Number 01843221877
Phase Primary
Type Foundation school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 769
Local Authority Kent
Highlights from Latest Inspection

What is it like to attend this school?

Pupils behave and concentrate very well in this warm and inclusive school. They consider the views of others and share their own confidently.

Pupils have a clear understanding of diversity in their own school and the wider community. They work hard to embody the school's values of perseverance, aspiration, respect and teamwork. Pupils feel safe and happy and show consideration and courtesy to all.

Pupils are keen to learn. They participate purposefully in lessons and listen attentively to teachers. Pupils excitedly discuss the books that they have studied and the high-quality work that they produce.

Pupils, including those with special educational needs and/o...r disabilities (SEND), work hard to meet teachers' high expectations and achieve well.

Pupils learn how to keep themselves physically and mentally healthy. They can identify the features of a healthy meal and relish getting involved in a range of sporting activities every day.

Pupils enthusiastically represent the school in sports such as dodgeball, football and cross-country. Staff make adaptations to ensure that all pupils can participate in sport. For example, the school designed an accessible cross-country course for pupils with physical disabilities that enabled all pupils to compete alongside each other.

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

The school has designed an ambitious and broad curriculum that meets the needs of all pupils. The curriculum starts in Nursery and builds carefully on what pupils learn. Children in Nursery enjoy a rich range of stories and activities and learn how to play cooperatively in preparation for Reception Year.

The school has carefully considered and sequenced what pupils should learn. They build a deep range of knowledge and skills over time. For example, in history, pupils study a range of historical periods in chronological order and strengthen their knowledge of how civilisations change through time.

The school carefully identifies the needs of pupils with SEND and makes careful adaptations to meet these needs. This starts in Reception, where pupils receive individualised support to prepare them for learning phonics. Pupils with SEND attend lessons alongside their peers and are fully involved in all aspects of school life.

Staff support pupils skilfully, and this helps them build resilience and independence. Teachers check pupils' knowledge effectively and explain clearly what pupils need to learn in the majority of subjects. For example, teachers in mathematics show pupils how to use the bar model to solve problems involving fractions.

This supports pupils to make clear connections between prior learning and the new topics they are studying. However, occasionally, teachers select activities that do not help pupils to make connections to what they have already learned. This means that pupils do not always deepen their essential knowledge.

The school has responded quickly to the low published outcomes in phonics in 2023. Leaders have introduced a new phonics programme and have embedded this quickly through high-quality training. Staff are knowledgeable and teach phonics well.

They also plan well-considered support for those pupils who require additional help to become fluent readers. Teachers use a variety of methods to check what pupils learn and remember. Staff use this information to plan additional learning or to make adaptations for pupils with SEND.

They communicate confidently with pupils and check their understanding systematically.

Pupils have positive attitudes to learning. They are keen to achieve the range of rewards available from staff for excellent conduct.

Pupils are courteous and move around the school sensibly. At social times, they take part in a wide range of activities, where they behave very well. Staff successfully support pupils who struggle to behave sensibly.

The school has prioritised personal development. Pupils learn about concepts such as democracy, the rule of law and how to keep themselves safe online. They regularly recap their learning in these areas and their understanding becomes increasingly sophisticated.

Pupils participate in rich debates about complex moral issues. They discuss their opinions maturely and develop an extensive knowledge of different cultures. For example, they work with local artists or participate in events celebrating local culture and history.

Pupils learn how to be independent through a vast range of leadership roles and class responsibilities.

Parents are positive about the school. They know that the school carefully supports pupils and treats them all as individuals.

The school carefully considers staff's workload and well-being when introducing new policies. Governors are knowledgeable and hold leaders to account well.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers' subject knowledge is not strong enough. As a result, teachers' planned activities do not support pupils in remembering their learning as well as they could. Leaders should ensure that staff improve their subject knowledge in these subjects and plan activities that enable pupils to learn and remember more.

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