Lea and Garsdon Church of England Primary School

Inspection of Lea and Garsdon Church of England Primary School The Street, Lea, Malmesbury, Wiltshire SN16 9PG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 12 and 13 June 2024

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What is it like to attend this school?

Lea and Garsdon School is welcoming and inclusive. Pupils are proud of their school. Each morning they receive a warm welcome and are eager to start their learning. Staff build strong relationships with pupils. This makes pupils feel safe in school.

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What is it like to attend this school?

Pupils have an astute understanding of their own feelings and those of others. The school provides many ways for pupils to practise managing their emotions. This helps create a calm atmosphere at the school. At playtimes, pupils play with a wide range of equipment that encourages expressive and creative play. The very youngest join in play with the older pupils. Behaviour, both in class and at social times, is excellent. Year 6 pupils look after children in Reception Year as part of a buddy programme. This helps the children settle into school life.

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What is it like to attend this school?

All pupils take part in the school’s enrichment activities. Pupils are proud of the responsibilities they have, such as being part of the school council and water monitors. Parents are pleased with the progress their children are making at the school. The school is a central part of the community. For example, all pupils regularly visit the local church. Pupils gain much from their community links.

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better?

The school has reviewed the design of the curriculum. It is ambitious and well structured. The curriculum breaks down the important knowledge for pupils to learn. This ensures that pupils build their understanding in a logical way. Pupils’ learning builds logically from Reception Year to Year 6. Pupils revisit previous content, which helps them to remember knowledge effectively.

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better?

Teachers have the expertise to teach the curriculum well. A detailed curriculum supports teachers in knowing what to teach and how to develop pupils’ learning over time. There are clear strategies for assessing what pupils know and remember in every subject. Occasionally, the curriculum is not demanding enough for some pupils. They do not move on to learn more complex knowledge when they are ready to do so. This means that some children do not achieve to the extent that they could.

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better?

Early reading has been a priority. The school has ensured that all staff have the training they need to deliver the phonics curriculum well. They use rigorous assessment to identify anyone falling behind. Pupils catch up because they receive additional phonics teaching matched to their needs. As a result, they learn to read confidently. Pupils read books that match the sounds they know. They talk enthusiastically about their favourite authors and the types of books they like best. Teachers read carefully selected books to pupils daily. This develops a love of reading.

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better?

Children make a strong start to their education in the early years. They behave well and are keen to learn. Adults know them well. Children talk with enthusiasm about 12 and 13 June 2024

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their recent learning in history. They explain how boats were made from wood in the past. Children work well together and listen carefully to the adults they work with.

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The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils with SEND learn the same curriculum as their peers. Where needed, pupils receive appropriate additional support that helps them to keep up with their peers. For example, some pupils are helped by learning specific vocabulary before it is taught the next week.

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Pupils work hard in lessons, have impeccable manners and collaborate well with one another. They understand that some of their peers have individual needs. Pupils who need additional help to behave as the school expects are well supported by skilled staff in a sensitive and consistent way. For example, pupils make effective use of resources such as regulation spaces and solution wheels to independently manage their emotions and resolve situations. The school has successfully raised pupils’ attendance and reduced persistent absence.

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The school’s curriculum and assembly programme ensures impressive personal development for pupils. Pupils don’t merely tolerate; they celebrate how everyone is unique. They embrace learning about different faiths, cultures and characteristics. Pastoral support is another strength. Pupils benefit from effective teaching about how to manage their emotional and mental health. The school offers a wealth of experiences to all pupils. Pupils work together to raise money for trips to ensure that everyone can attend. These educational visits enrich pupils’ learning.

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The school has exceptional relationships with parents, carers and the local community. Governors make regular visits to the school. They know the school well and make a strong contribution to school improvement. Staff feel valued. The school ensures that any changes do not negatively impact staff’s workload. Everyone is proud to be part of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The curriculum is not always sufficiently demanding. As a result, some pupils do not secure a depth of understanding. The school needs to ensure that the curriculum design provides opportunities for pupils to learn more complex concepts so that pupils deepen their knowledge and understanding. 12 and 13 June 2024

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 June 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 16 October 2018, under section 8 of the Education Act 2005

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Information about this school

 This is a voluntary-controlled school. The most recent section 48 inspection took place in March 2019.  The school currently uses one unregistered provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives into these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, 12 and 13 June 2024

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visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors gathered parents’ views by considering the responses to Ofsted’s online survey for parents, Ofsted Parent View, and by talking to parents before and after school. The inspectors also evaluated responses to Ofsted’s staff and pupil surveys.

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Inspection team

Frances Bywater, lead inspector His Majesty’s Inspector

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Inspection team

Adam Matthews Ofsted Inspector 12 and 13 June 2024

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and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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