Garswood Primary and Nursery School

Garswood Primary and Nursery School

Address: Hamilton Road, Ashton-in-Makerfield, Wigan, Lancashire, WN4 0SF Unique reference number (URN): 104778

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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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Early years Exceptional

Leaders prioritise the early years with rigour and determination. They have a deep expertise, which they use to ensure children flourish. Leaders identify and sequence key knowledge coherently and with precision across all 7 areas of learning. From the provision for 2-year- olds onwards, the curriculum links to the long-term aims of the school. Highly engaging activities motivate children and align with their individual needs. Children achieve highly and flourish across all areas of school life in the early years. They develop secure knowledge and skills and are exceptionally well prepared for key stage 1.

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Early years Exceptional

Interactions between staff and children are purposeful and consistently rich in language. Staff encourage children to think carefully and deepen their understanding. Staff create meaningful opportunities for children to apply their learning. Children display high levels of engagement and a sense of security through predicable routines and responsive support. They are taught clearly how to use and apply what they know and can do. They access learning with abundant independence. Children get off to a positive start and develop as highly confident and curious learners.

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Early years Exceptional

Children learn to read, write and understand number patterns swiftly and competently. Through securing this essential knowledge, they enter the next stage of their education ready to deepen what they know. Leaders' actions, through working closely with parents, carers and external support, have a transformational impact on disadvantaged children and those with special educational needs and/or disabilities, who make rapid progress through the curriculum.

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Achievement Strong standard

Pupils gain detailed knowledge and sophisticated skills across a wide range of subjects. Through high-quality work in books, pupils can show how they remember learning over time. They know how this supports them to make links in what they have been taught from different year groups. Pupils, including those with special educational needs and/or disabilities, achieve very well. They have a depth of knowledge so that they are ready to succeed in the next stage in their education.

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Achievement Strong standard

From the early years, children learn to read with confidence and fluency. At the end of Year 1, all pupils last year reached the expected standard in the phonics screening check. Pupils use the sounds that they learn and their secure knowledge of number facts to write with accuracy and solve more complex mathematical problems with increasing independence. At the end of Year 6, pupils' attainment in reading, writing and mathematics is consistently above their peers nationally. This is especially true for those who are disadvantaged. They are very well prepared for the challenges of the secondary curriculum.

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Attendance and behaviour Strong standard

Leaders have high expectations of attendance and communicate these clearly to families. Overall attendance rates have been above the national average for 3 consecutive years, including for pupils who may be disadvantaged and those with special educational needs and/or disabilities. Through leaders' knowledge of every family and pupil, sustained and personalised support is put in place to reduce rare absences. Leaders' effective actions, alongside support from external professionals, help to bring about improvements. As a result, when pupils miss days in school, this is addressed quickly to stop further absences from occurring.

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Attendance and behaviour Strong standard

Leaders have put in place a consistent approach to managing behaviour. Staff understand clearly what is expected. They use the same language, clear routines and give positive recognition fairly. Pupils are proud to receive rewards for making the right choices in their behaviour. As a result, there is a kind and respectful atmosphere throughout the school. From an early age, pupils are taught effectively how to manage their own emotions. Bullying or any discriminatory behaviour is rare and not tolerated. When unkind incidents occur, leaders act without delay. When pupils need help to manage their behaviour, they receive this from highly skilled staff. Pupils develop ways to manage their emotions and resolve conflict effectively. This creates a harmonious school environment where pupils develop a deep sense of belonging.

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Curriculum and teaching Strong standard

Leaders have a precise understanding of the quality of curriculum and teaching across school. They make well-informed decisions to bring about further improvements. The broad and balanced curriculum clearly sets out the order in which knowledge and skills should be taught. This enables pupils to develop detailed knowledge that builds deliberately across subjects and securely over time.

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Curriculum and teaching Strong standard

Teachers gain the subject knowledge that they need alongside a deep understanding of how pupils learn. They consistently deliver new learning with clarity and confidence. Through activities that are well matched to what pupils need, teachers check for misunderstandings quickly. Pupils, including those who may find learning more difficult, get the help that they need through carefully tailored support. This means that pupils are able to experience success in lessons through a variety of approaches that reduce barriers.

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Curriculum and teaching Strong standard

Leaders have explicit and well-established approaches to the teaching of essential knowledge for reading, writing and mathematics. The relentless approach to the teaching of these important skills means that pupils can access more complex future learning with ease. Leaders prioritise the development of pupils' language. Across every curriculum subject, the words pupils need to think and speak like experts are identified and taught with care. Pupils communicate maturely and use subject-specific and ambitious vocabulary with increasing precision.

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Inclusion Strong standard

Leaders have created an inclusive culture that is ambitious for all pupils but especially those who may face challenges. They have a detailed and accurate knowledge of pupils and their individual needs and act quickly when extra help is needed. Through positive relationships with families and working with an extensive range of professional services, leaders ensure that pupils get the right level of support at precisely the time when they need it. The skilful adjustments put in place allow pupils, including those with special educational needs and/or disabilities (SEND), to thrive and access the same aspiring opportunities as their peers.

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Inclusion Strong standard

Staff receive extensive training to make well-considered adaptations in lessons. Staff read each pupil's individual needs astutely and adjust their support accordingly. When pupils' needs change or support is not helping them, leaders take swift action to make meaningful adjustments. This approach means that no pupil gets left behind. They receive exactly what they need to reduce any barriers that they may have to learning and/or wellbeing.

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Inclusion Strong standard

Pupils, including those with SEND, are listened to and valued. They have their voices heard, which allows them to guide leaders and staff in finding the best ways to help them. Pupils suggest changes, and adults take action. For example, leaders use pupil premium funding to provide enriching experiences to benefit disadvantaged pupils.

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Leadership and governance Strong standard

Leaders have a precise and detailed understanding of the school's strengths. They have identified and prioritised clear actions for improvement over time. Through highly accurate evaluations and a continual drive for improvement across all areas of the school's work, leaders ensure that the school continues to function highly. The impact of leaders' decisions is visible in pupils' outcomes and the success of the school.

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Leadership and governance Strong standard

Those responsible for governance fully understand and fulfil their statutory duties. They provide highly effective support and challenge to leaders. Through their depth of knowledge, experience and skills, they are able to hold leaders to account with precision. This ensures that they work well with school leaders to continue to make highly effective decisions that are focused on pupils' best interests.

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Leadership and governance Strong standard

Leaders model high expectations and professionalism consistently. Staff share these expectations and believe, without reservation, that pupils can achieve highly. Professional learning is planned carefully, evidence-informed and matched to the school's priorities. Staff value the range of opportunities that they have and are fully included in decision-making. They are proud to be part of a successful and high-achieving school. The culture of the school is one where everyone plays an active role, wellbeing is a priority and workload is regularly reviewed. Leaders and staff collaborate widely with other schools and organisations to share expertise and provide challenge so that they continually improve and maintain the high standards.

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Leadership and governance Strong standard

Leaders have positive and trusting relationships with parents and carers, who are overwhelmingly positive about the school. Parents appreciate the impressive progress that their children make both academically and socially due to the dedicated staff.

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Personal development and wellbeing Strong standard

Leaders deliver a wide-ranging and carefully considered personal development programme that runs through the curriculum and the many wider opportunities mapped out across the school year. They have a structured programme for promoting positive thinking and emotional understanding that is embedded across the school. Teachers check pupils' emotional development at regular intervals. Older pupils are trained to support younger children at breaktimes through these taught strategies. Pastoral support is highly effective. There is a clear approach, meaning pupils know how to access help and trust that adults will respond promptly. Pupils are increasingly able to name, understand and manage their emotions. They know why this is important for their future lives.

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Personal development and wellbeing Strong standard

The relationships, health and sex education programme is age-appropriate and taught well. Leaders have reviewed and strengthened this programme carefully to reflect the needs of the pupils and school's community. Pupils demonstrate a clear understanding of consent, personal boundaries and how to stay safe when they are online.

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Personal development and wellbeing Strong standard

Leaders set out clear teaching of fundamental British values and provide meaningful opportunities for pupils to use and see the values in action. For example, pupils gain a deep understanding about democracy through visits from their local elected representative and through the school's house captain elections. They demonstrate detailed knowledge of why tolerance and rules matter in a diverse society. Pupils are thoughtful, well informed and confident to challenge inequality and injustice.

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Personal development and wellbeing Strong standard

Pupils flourish in experiences beyond the classroom that develop their talents, deepen their curriculum knowledge and teach them about future career pathways. Leaders make sure that no disadvantaged pupil misses out on the full range of opportunities. They track participation in clubs, trips and activities carefully so that all pupils have equal access. Pupils develop a wide range of interests in arts, music and sports and learn essential skills such as teamwork, resilience and cooperation. They are very well prepared for life in a culturally diverse and ever-changing society.

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

This is a fully inclusive and inspiring school where pupils truly belong. Through the warm and trusting relationships with staff, pupils feel safe, listened to and part of the team. The school's values are lived out daily. Pupils demonstrate kindness, respect and high levels of ambition. They rise to the highest standards that are expected of everyone. Whatever their needs, leaders expertly ensure that pupils receive the right support for the right things at precisely the right moment.

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

Pupils behave very well across the school day. They show self-control and maturity when managing their emotions and resolving conflict. During playtime, pupils play happily alongside their friends. They know what bullying is and that staff protect them from unkind behaviour. Pupils are taught how to use the internet safely and build healthy digital habits for the future. They know how to access support if they need it and know that adults will sensitively provide assistance to address any worries that they may have. From the early years, children are immersed in discovering and understanding new things. They are exceptionally well prepared for future learning. Older pupils rise to the high expectations that staff set for them in their lessons. They listen attentively in class, absorbed in their work, and contribute ideas in a thoughtful manner. Pupils, including those who may face barriers to their learning, achieve highly.

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

Pupils appreciate the vast range of opportunities that they have that fully prepare them for life beyond their school. They are proud to take on additional responsibilities, including as child governors, subject ambassadors and school councillors. Through these roles, pupils are able to drive positive change within their school community and beyond. Pupils grow in confidence and independence with a deep understanding of what it means to be a positive role model and global citizen. They are very well prepared for life in modern Britain.

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Next steps

Leaders and governors should continue to further develop leadership capacity to maintain the current high standards and positive outcomes for pupils, particularly those who are disadvantaged.

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About this inspection

The chair of the board of governors in this school is Sue Murphy.

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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

The inspectors spoke with the headteacher, senior leaders and other members of staff.

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About this inspection

The lead inspector spoke with members of the governing body, including the chair of governors. She also spoke with a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

The school also, under the same registration, runs 2-year-old provision and a Nursery class for 3- and 4-year-old children.

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Team inspectors:

Gary Bevin, Ofsted Inspector Michelle Joyce, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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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average

2024/25 (final) 70% 62% Close to average

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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) 76% 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

2024/25 (final) 80% 74% 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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