|Name||Gastrells Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 April 2012|
|Address||Kingscourt Lane, Stroud, GL5 3PS|
|Religious Character||Does Not Apply|
|Number of Pupils||171 (56% boys 44% girls)|
|Number of Pupils per Teacher||20.6|
|Percentage Free School Meals||6.4%|
|Percentage English is Not First Language||0.6%|
|Pupils with SEN Support||16.7%|
|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 a smaller-than-average size primary school with pupils attending mainly from the local area. There are six classes, including mixed-age classes in Key Stage 2. Classes have been reorganised since the time of the previous inspection and children in the Early Years Foundation Stage, and those in Years 1 and 2, are now taught as separate year groups. There is specially resourced provision for pupils with special educational needs in a communication and interaction centre (CIC) where seven pupils receive support for their communication needs. These pupils join mainstream classes for a range of activities. Nearly all pupils are of White British heritage. The proportion of disabled pupils and those with special educational needs supported by school action plus or with a statement of special educational needs outside the CIC is broadly average. The proportion of pupils known to be eligible for free school meals is below average. The school meets the government’s current floor standards which set the minimum expectations for pupils’ attainment and progress. The school has gained the International School Award.
This is a good school. Pupils are known well by staff and treated as individuals. Standards attained in writing have improved since the previous inspection. The school is not yet outstanding because pupils are not making even more rapid and sustained progress and the teaching is not yet outstanding. Standards of attainment by the time pupils leave school are above average. Pupils’ achievement and progress are good and strengthening. Classroom initiatives to help pupils write in different styles using complex sentences, daily reading sessions and problem-solving activities in mathematics, together with a comprehensive programme of individual support for pupils, contribute to their good achievement. Pupils supported in the CIC achieve well. Teaching is good, and often of high quality for all pupils, including those supported in the CIC. Teachers typically ensure that learning moves along at a brisk pace. Occasionally, the pace of learning slows, when introductions are too long or when teachers talk too much. Relationships are strong across the school. Activities are mostly challenging and often promote high levels of interest and enjoyment. Strategies to help the pupils to assess how well they are doing and to set personal goals are underdeveloped. Pupils’ behaviour is good and disruption to lessons is unusual. Pupils are polite ambassadors for the school. Cooperative and independent working is strong in all classes when the opportunity is provided. Pupils with communication difficulties are valued members of the school community and behave well. Pupils are well looked after and feel safe in school. The leadership of teaching and the management of performance are good, including that of the CIC. Monitoring of teaching is robust, and improvement is embraced by staff. Pupils’ progress is comprehensively tracked and additional support accurately targeted. The curriculum provides many rich, enjoyable and memorable experiences.