Galley Hill Primary School

Galley Hill Primary School

Address: Campion Drive, Hutton Meadows, Guisborough, North Yorkshire, TS14 8DW Unique reference number (URN): 145666

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders are tenacious in promoting the importance of regular attendance. They communicate this aspect of the school’s work clearly and consistently to parents and carers. Attendance is monitored closely. This enables leaders to intervene promptly when patterns of absence emerge. Working closely with families, staff identify and help remove barriers that prevent a minority of pupils from attending regularly. When needed, leaders work with external partners and charities to provide additional support. This work makes a difference and results in rapid and sustained improvements to pupils’ rates of attendance. As a result, pupils’ attendance is high and rates of persistent absence are low.

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Attendance and behaviour Strong standard

Pupils' behaviour across the school is calm and orderly. They have positive views about the importance of learning and show commitment and determination to achieve well. Pupils who need extra support in managing their emotions receive sensitive and timely help from staff. Pupils increasingly take responsibility for their behaviours and use movement breaks independently. This ensures classrooms are purposeful, productive places. Pupils are kind and respectful to one another. Rules and routines are understood and consistently applied by teachers. The school’s outdoor play and learning programme enriches the quality of play at breaktimes. It effectively promotes positive relationships and reduces conflict. Leaders deal with infrequent incidents of bullying or discriminatory behaviour decisively and with care for all those involved.

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Early years Expected standard

In a short space of time, new leadership has made many important and rapid changes to the early years. Classrooms are well-resourced and engaging environments which promote learning across all seven areas. Carefully planned tasks promote children’s curiosity, independence and a love of learning. Because leaders have established clear expectations of children’s behaviour, children focus on the tasks they are given and work collaboratively. They are resilient to setbacks.

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Early years Expected standard

Staff are well-trained. They provide effective academic and pastoral support that children need.

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Early years Expected standard

The early years curriculum is carefully planned and well-sequenced. It prioritises children’s language development, early reading, writing and mathematical skills. Staff model language thoughtfully and exploit opportunities to develop children’s vocabulary and mathematical skills as they learn through play. All classrooms are awash with opportunities to write, count and enjoy stories. Phonics is taught well. This helps children to get off to a good start.

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Early years Expected standard

Staff know children as individuals and establish warm, trusting relationships from the outset. Well-planned transition arrangements ensure that staff have a detailed understanding of

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Needs attention

each child’s starting point and their needs. Most children leave the early years with the skills and knowledge they need for Year 1.

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Achievement Needs attention

Leaders are determined that all pupils should achieve well and have taken appropriate steps to strengthen the curriculum and raise expectations. These positive changes have started to impact on pupils’ progress. They are not yet fully reflected in pupils’ end of Key Stage 2 published outcomes.

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Achievement Needs attention

The school is focused on ensuring that pupils secure their skills in reading, spelling, writing and mathematics. Typically, by the end of Key Stage 1 most pupils, including those who have special educational needs and/or disabilities, are appropriately prepared for learning in Year 3. This is reflected in pupils' achievements in the Year 1 phonics screening check which are usually in line with or above the standards achieved nationally. Despite this, a lack of precision in the use of assessment means that progress for some pupils is slowed because they complete work they can already do or are sometimes given writing tasks that are too difficult.

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Curriculum and teaching Needs attention

Leaders recognise that by the end of key stage 2, some pupils have not achieved as highly as they should. This has been a catalyst for the positive changes that leaders have made to the mathematics curriculum. As a result, pupils now follow a more coherently planned and ambitious curriculum that sets out clearly the knowledge and skills that they must learn. Leaders have agreed six principles of effective teaching and these have been prioritised in staff training. Staff are starting to apply these principles with increased consistency. This includes how to alter the curriculum to meet the needs of pupils with special educational needs and/or disabilities. Consequently, these pupils increasingly benefit from suitable adaptations to the curriculum as they learn alongside their peers in class.

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Curriculum and teaching Needs attention

Typically, staff model learning clearly. While staff do check on pupils’ understanding, these checks are not used precisely enough to plan pupils' future learning. As a result, some pupils revisit work that they already understand. Younger pupils are sometimes given complex writing tasks before they have the skills and knowledge to complete them. When this happens, it affects the progress that these pupils make in securing their use of punctuation and grammar.

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Inclusion Needs attention

Galley Hill is an inclusive school. All staff are committed to ensuring that every pupil feels welcomed and can access the full breadth of the curriculum. Leaders have ensured that staff are appropriately trained. They have the skills they need to identify pupils who require additional support. Leaders and staff work closely with parents, carers and external specialists to put the right help in place. Where pupils have more complex needs, the specialised support that the school provides is very effective.

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Inclusion Needs attention

The school has a range of academic and pastoral interventions in place. This includes support for pupils’ wellbeing and mental health. Despite this, the impact of provision is not monitored closely enough. As a result, some pupils do not make the progress they need to make in key areas, such as handwriting. While teachers review support plans regularly, some of the targets that teachers set for pupils with special educational needs and/or disabilities are not focused precisely enough on the next steps they need to make.

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Inclusion Needs attention

Additional funding, including the pupil premium, is used effectively. Leaders target resources where they will make the greatest difference for disadvantaged pupils. Consequently, pupils typically make progress from their starting points and participate in the wider activities that the school offers.

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Leadership and governance Needs attention

Some parents describe the communication from the school as variable. For these parents, this impacts on their sense of engagement with the school and with their child’s education.

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Leadership and governance Needs attention

Since the last inspection, the leadership of the school has changed. Acting in the best interests of pupils, leaders have quickly implemented a range of changes that are making a positive difference to the pupils at Galley Hill Primary School. Alterations to the behaviour policy have increased staff expectations and led to rapid improvements in pupils' behaviour. In other areas, leaders have not monitored the changes with enough precision. For example, the impact on pupils’ understanding, because of the changes to the personal, social and health education curriculum is less clearly evaluated.

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Leadership and governance Needs attention

Those with responsibility for governance are typically well informed about the school’s work and its performance. Detailed reports, supported by ongoing reviews, give governors the information they need to challenge and support the actions that leaders take in most areas. Governors ensure that their statutory obligations, including safeguarding and equalities, are met. Governors scrutinise the way in which the school uses the additional money it receives to support disadvantaged pupils.

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Leadership and governance Needs attention

Staff have benefitted from well-considered, professional development opportunities, peer support and shared expertise from across the trust. This is building a positive learning community in which staff feel valued and supported. Staff are positive about the changes at school and value the consideration that leaders give to their wellbeing. Staff morale is high and all staff are committed to driving further improvements at the school.

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Personal development and wellbeing Needs attention

Leaders have changed the personal, social and health curriculum recently. It is appropriately planned and enriched through ‘focus weeks’ linked to important topics, such as health and fitness or mental wellbeing. Through these events, pupils meet important role models. This includes disabled athletes who help pupils to understand issues such as equality and the importance of resilience. Pupils enjoy the learning that takes place during these opportunities. Although pupils treat one another with respect and tolerance, pupils’ knowledge of wider faiths and religions is underdeveloped. While pupils experience many local visits to broaden their understanding of their local area and heritage, the opportunities that pupils have to experience different religions and cultures are too limited. This restricts their understanding of wider world views.

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Personal development and wellbeing Needs attention

Older pupils have an age-appropriate understanding of healthy relationships. They describe the features of a positive friendship as kindness, respect and loyalty. They are accepting of difference and recognise the importance of everyone’s uniqueness. Leaders have carefully considered opportunities to promote pupils’ understanding in other curriculum areas by reading texts that deal with sensitive issues, like immigration. Assemblies are used well to build pupils' understanding of British values. This is brought to life through the roles and responsibilities pupils hold in school. Play leaders and sports leaders take pride in supporting their friends.

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Personal development and wellbeing Needs attention

The school provides counselling services for pupils to support their pastoral needs. These sessions are used to support pupils when they are anxious. Staff take time to explore pupils’ concerns and help to resolve them.

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Personal development and wellbeing Needs attention

Leaders' commitment to inclusion ensures that all pupils enjoy the range of clubs and activities that the school offers. Leaders carefully track attendance at these activities so that disadvantaged pupils can enjoy wider participation. When trips take place, staff make sensitive adaptations to ensure pupils with additional needs can participate fully.

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What it's like to be a pupil at this school

Galley Hill Primary School is a warm, welcoming and inclusive community where pupils feel safe, valued and cared for. Relationships between staff and pupils are deeply respectful. Pupils speak positively about their teachers and the support they receive. As a result, pupils are confident in sharing their worries, knowing that staff will act quickly to resolve their concerns. Leaders have taken appropriate action to improve behaviour. Occasional incidents of bullying are dealt with effectively. Some parents report that the school’s communication is too variable. Consequently, parental views of the school differ on important topics, such as how bullying is dealt with.

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What it's like to be a pupil at this school

Pupils are enthusiastic learners who take pride in their work. Pupils attend regularly because they enjoy school and feel that they belong. Recent curriculum changes in mathematics and phonics have improved the quality of the curriculum that pupils follow. However, the checks that staff make on pupils’ learning are not sharp enough. This leads to some younger pupils being given complex writing tasks before they have secured the basic skills of punctuation and grammar.

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What it's like to be a pupil at this school

The school identifies pupils with special educational needs and/or disabilities quickly. Staff provide the extra support these pupils need to catch up. However, some support, for example in handwriting, is not monitored closely enough. Where this is the case, pupils do not make the progress they could. By the end of Key Stage 2, pupils' recent published outcomes, in some subjects are not as high as they should be. Leaders have changed the personal, social and health education curriculum recently. Pupils enjoy the focused weeks they have which promote important issues, such as the benefits of health and fitness. However, pupils’ understanding of wider world views and religious beliefs is insecure. The curriculum does not broaden pupils’ cultural horizons and understanding of different faiths and beliefs well enough.

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Next steps

Leaders should ensure that staff use assessment accurately to plan what to teach pupils next and address misconceptions in lessons as they arise. Leaders should strengthen the monitoring of teaching and learning by checking more regularly on the impact of interventions, quality of support plans and the wider curriculum changes that have been made. Leaders should ensure that pupils are appropriately prepared for life in modern Britain by broadening their understanding of the many faiths, religions and cultures that exist today. Leaders should ensure that pupils’ published outcomes improve so that they are more reflective of what pupils should achieve. Leaders should review the methods of communication with the parental community so that a greater proportion of parents feel engaged with the school.

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About this inspection

This school is part of Galileo Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jane Spence, and overseen by a board of trustees, chaired by Graeme McGregor.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, staff, parents and pupils in the school during the inspection. Inspectors also visited lessons and looked at pupils’ work.

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About this inspection

An inspector spoke with members of the board of trustees, and the local school board. An inspector also met with the CEO.

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About this inspection

Inspectors considered the responses to Ofsted’s surveys and spoke with parents at the start of the school day.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The leadership of the school has undergone a significant change since the last inspection.

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About this inspection

The school does not make use of alternative provision.

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Team inspectors:

Scott Grason-Taylor, Ofsted Inspector Lisa Ponter, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. The school operates a breakfast and after-school club managed by the school.

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What does this mean?

Headteacher: Kay Coverdale National average: 300

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 80% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 80% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 13.0% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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