|Name||Guston Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||29 February 2012|
|Address||Burgoyne Heights, Guston, Dover, Kent, CT15 5LR|
|Religious Character||Church of England|
|Number of Pupils||156 (55% boys 45% girls)|
|Number of Pupils per Teacher||19.3|
|Percentage Free School Meals||3.8%|
|Percentage English is Not First Language||51.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
Guston is smaller than the average-sized primary school. Most pupils are from army families living close to the school, although a minority from the wider community live further afield. About 70% of the pupils are from Nepal and a high proportion speak English as an additional language. Most other pupils are White British. The proportion of pupils known to be eligible for free school meals is below average. The percentage of disabled pupils and those with special educational needs is line with the national average. The Early Years Foundation Stage children are taught in a single Reception class. The number of pupils on roll has increased since the headteacher took up post four years ago. High proportions of pupils join or leave the school at times other than normal. In particular, three quarters of the current Year 6 joined the school during Key Stage 2. The main reason for turnover is the postings of army families. The school meets the current floor standards, which set the minimum expectations for pupils’ attainment and progress.
This is a good school. Pupils’ attainment is average by Year 6, although better in reading and mathematics than in writing. Following a good start in Reception Year, pupils make good progress through the school. By Year 6, most are competent writers, although their vocabulary choices are not very imaginative and spelling is sometimes inaccurate. A few pronounce words and sounds inaccurately. These issues and some inconsistencies in teaching explain why the school is good rather than outstanding. Disabled pupils, those who have special educational needs and those from different minority ethnic groups make progress in line with their peers. The considerable numbers who join in different year groups are given excellent pastoral support and integrate very well. The school is vigilant in helping pupils from all backgrounds to do well and there are robust procedures for helping those who need to catch up. Teaching is good overall and occasionally outstanding but there are some inconsistencies in the quality of teaching. Most teachers use pupils’ assessments well to match lessons closely to their needs. However, staff do not consistently encourage lower attaining pupils to develop independence and to apply phonics (knowledge of letters and their sounds) when writing. Pupils’ behaviour is good and their attendance is above average. The school cares for them very well and they feel very safe. Occasionally, however, pupils’ attention begins to wander during lesson introductions, when teachers keep them listening for too long. The headteacher provides very strong leadership and is well supported by staff and governors. Leaders have tackled the issues from the previous inspection well and standards have risen. Key to the school’s success is the comprehensive system for monitoring pupils’ progress. The rigorous monitoring of teaching, good performance management and effective professional development have improved both teaching and achievement. Given the good improvements since the previous inspection, the school demonstrates good capacity for further improvement.