Garstang Community Primary School

GARSTANG COMMUNITY PRIMARY SCHOOL

Dates of inspection: 24 th - 25 th September 2002

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GARSTANG COMMUNITY PRIMARY SCHOOL

Inspection number: 247992 Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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GARSTANG COMMUNITY PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Garstang Community Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

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INFORMATION ABOUT THE SCHOOL

School address: Birch Road, Garstang, Preston

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. D. G. Halford

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 1998 Garstang Community Primary School - 4

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Team members

23868 Dr. B. Blundell Registered inspector 9002 Mr. D. Ashton Lay inspector 29261 Mrs. P. Ward Team inspector

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Team members

Nord Anglia School Inspection Services Strathblane House Ashfield Road Cheadle Cheshire SK8 1BB

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Garstang Community Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

Garstang Community Primary School is a school for boys and girls, aged 4 to 11, situated in Garstang, Lancashire. There are 247 pupils on roll; the school is about the same size as most primary schools. The ethnic background of the pupils is largely white with UK heritage; a minority of pupils have Asian and Chinese heritages . One pupil is at an early stage in the acquisition of English as an additional language. The percentage of pupils known to be eligible for free school meals is well below the national average. The percentage of pupils with a Statement of Special Educational Need is below the national average, and the proportion of pupils identified within the school as having special needs is also below average. The nature of pupils’ special needs includes specific learning difficulties and emotional and behavioural difficulties. Pupil mobility is relatively low. Pupils’ attainment on entry is

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HOW GOOD THE SCHOOL IS

Garstang Community Primary is a very effective school. Standards in English, mathematics and science for pupils by the end of Year 6 consistently exceed national averages by a large margin. The overall quality of teaching is very good, and leadership and management are excellent. The school provides very good value for money.

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What the school does well

• Pupils by the end of Year 6 consistently attain standards in English, mathematics and science that are at least well above national averages; this is because of the school’s high expectations. • Leadership and management by the headteacher, senior management team and governing body are excellent; the school has a very clear educational direction. • The overall quality of teaching is very good; it is enhanced by the school’s use of new technology. • Pupils’ very good attitudes and behaviour and the excellent relationships throughout the school promote a happy environment for learning. • Parents’ views of the school are excellent. • Provision for pupils’ spiritual, moral, social and cultural development is very good.

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What could be improved

• The inspection team identified no areas for improvement. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has improved very well since the last inspection. The school was last inspected in January 1998. The overall quality of teaching has improved, with a much higher proportion now being very good or better. Standards in English and mathematics by the end of Year 6 have improved from being above the national average to well above the national average. The key issue to improve the quality of music teaching has been fully addressed. The issue to develop the role of the curriculum co- ordinators has been met; their role is now effective. The school development plan has improved appropriately. The school is not complacent and has the capacity to improve further. Garstang Community Primary School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

1999 2000 2001 2001 very high A* English A* A A A well above average above average A B mathematics A A* A* A* average below average C D science A* A* A* A* well below average E

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Key

Standards reached by pupils at the end of Year 6 in the national tests in 2001 were well above the national average in English, and very high in mathematics and science, being in the top five per cent of schools nationally. Compared to that in schools of a similar type, pupils’ attainment was again well above average in English, and very high in mathematics and science, being in the top five per cent of similar schools. Over the three years from 1999 to 2001 taken together, pupils have left the school with standards nearly one year ahead of pupils nationally in English, and eighteen months ahead of pupils nationally in mathematics and science. Standards attained by pupils by the end of Year 2 in 2001 were well above the national average in reading, writing, mathematics and science. Standards in these were also well above average compared to those in schools of a similar type. Over the three years from 1999 to 2001 taken

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Key

together, pupils have left the infant phase nearly three terms ahead of pupils nationally in reading, nearly two terms ahead in writing, and over two terms ahead in mathematics. The school’s targets are appropriately ambitious. In the work seen during the inspection , standards for pupils at the end of Year 2 and at the end of Year 6 were well above national expectations in reading, writing, mathematics and science. For pupils at the end of Year 2 and at the end of Year 6 standards in design and technology, history, geography, art and design and physical education were above national expectations. In information and communication technology, standards were well above national expectations for pupils aged seven and eleven; in music standards for seven year olds were above national expectations, and, for pupils aged eleven, they met those expectations. Children aged five and under are on course to exceed the

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Key

Early Learning Goals. (The Early Learning Goals are the nationally expected standards for children at the end of Reception). Pupils’ achievement is very good overall and all pupils are fully included. Standards at this school are sufficiently high.

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Aspect Comment

Attitudes to the school Pupils’ attitudes to the school are very good; they really enjoy coming to school and taking part in lessons. Particular strengths in pupils’ attitudes include their enthusiastic application to their work and love for learning. Behaviour, in and out of classrooms Behaviour, both in and out of the classrooms, is very good. Playground mentors look after other pupils appropriately at lunchtimes. Personal development and relationships Pupils’ personal development is excellent; relationships are excellent both between pupils and with adults. There is a mutual respect between staff and pupils. Pupils have many responsibilities; for example, playground equipment monitors and litter monitors. This all adds to their personal development. Attendance Pupils’ attendance is above the national average. Unauthorised absence is below average. Garstang Community Primary School - 8

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Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

Quality of teaching Very good Very good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

The quality of teaching in English and mathematics is very good; the skills of literacy and numeracy are very well taught. Particular strengths in teaching include the manner in which teachers share learning objectives for lessons with pupils, teachers’ high expectations and good class management. Classroom support assistants work well with teachers in planning lessons. The school meets the needs of all pupils well. All pupils are fully included. Particular strengths in pupils’ learning include their concentration, productivity and pace of learning.

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Aspect Comment

The quality and range of the curriculum The quality and range of the curriculum are very good throughout the school. All areas of the curriculum meet statutory requirements. A particular strength is the way the school nurtures its pupils both academically and in terms of pastoral care. Provision for pupils with special educational needs Provision for pupils with special educational needs is very good overall; learning support assistants support pupils well. Pupils’ individual educational plans thoroughly support pupils’ learning. Provision for pupils with English as an additional language. This is very good. The small numbers of pupils are well provided for in all aspects of the school’s life.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ personal development is very good. The school very successfully provides for pupils’ spiritual, moral, social and cultural development. Assemblies are inspiring and prompt pupils to focus on the world they live in. The school’s work on “Campaigners for Change” (a study of people who have championed particular causes) is having a most profound effect on pupils’ moral development. How well the school cares for its pupils The school looks after its pupils very well. Child protection procedures are currently good.

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Aspect Comment

The school works very well indeed in its partnership with parents. All areas of the curriculum meet statutory requirements. Garstang Community Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Leadership and management by the headteacher, deputy headteacher and senior management team are excellent.

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Aspect Comment

How well the governors fulfil their responsibilities The manner in which the governors fulfil their responsibilities is excellent. They bring an appropriately wide range of expertise to the running of this school. The school’s evaluation of its performance The school’s evaluation of its performance is excellent. It thoroughly analyses its work in external national tests, and uses the findings to improve standards effectively. The strategic use of resources The strategic use of resources is excellent. The school always considers usefulness for increasing learning when purchasing items.

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Aspect Comment

Particular strengths in leadership and management include the commitment and vision of the headteacher and senior management team. The school’s secretary is most efficient and helps ensure the smooth running of the school. Lunchtime assistants and catering staff create a very happy atmosphere at the mid-day break. The accommodation is well maintained by a dedicated caretaker and cleaner. All are valued highly as integral parts of the school’s team. The school’s application of the principles of best value is excellent.

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What pleases parents most What parents would like to see improved

• They are happy with behaviour at the school. • They feel comfortable approaching the school. • Parents feel that the school sets high expectations. • They are very happy indeed with the way that the school is led and managed. • They judge the overall quality of teaching to be good. • Parents feel that the school helps their children to mature and to be responsible. No issues raised.

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What pleases parents most What parents would like to see improved

The inspection team agrees with parents’ extremely positive views. Garstang Community Primary School - 10

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science that are at least well above national averages, because of the high

expectations that the school has of them.

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science that are at least well above national averages, because of the high

1. Over the last three years taken together, pupils have left the school, on average, nearly one year ahead of pupils nationally in English and eighteen months ahead in mathematics and science. The attainment of pupils currently in Year 6 exceeds national expectations in all three subjects.

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science that are at least well above national averages, because of the high

2. Over the three years from 1999 to 2001, pupils have left the infant phase, on average, with standards nearly three terms ahead of pupils nationally in reading, nearly two terms ahead in writing and over two terms ahead in mathematics.

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science that are at least well above national averages, because of the high

3. If we look at the performance of pupils currently in Year 6 and compare it with their results when they were in Year 2, we find that they have generally made very good progress.

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science that are at least well above national averages, because of the high

4. In English, the skills of reading, writing, speaking and listening of pupils currently in Year 6 are all well above national expectations. Pupils in Year 6 explore their understanding of the features of narrative poems effectively. They use reading journals consistently and well. They explore archaic vocabulary in stories and plays. They engage positively in discussion. Pupils at the end of Year 2 check their work carefully for sense and punctuation. They use linking words appropriately; they are very aware of their targets for improvement.

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science that are at least well above national averages, because of the high

5. In mathematics, pupils aged eleven use a range of calculation strategies with great confidence. They understand terms such as ‘square root’ and ‘median’ and use their knowledge of these to solve problems. Pupils are clear and concise in their mental strategies and are able to explain clearly how they arrive at their answers. Seven year olds recognise different coins and use them appropriately to work out their change in the “Toy shop”. They understand the key words in problems such as how many are there altogether, or how many are left? Pupils generally have a sufficiently prompt recall of their multiplication tables and this helps their learning.

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science that are at least well above national averages, because of the high

6. In science, pupils aged eleven carry out investigations well, using bar charts, tables and line graphs to illustrate their findings appropriately. They engage in experiments to find out how friction or the lack of it can be put to good use. For example, groups of pupils investigate which material will make the best road surface for an escape lane on a steep hill; others find out the most effective lubricant to be used to move heavy loads, such as stone for the pyramids. Pupils throughout the school record their work in a sensible scientific manner, and draw reasonably accurate diagrams with correct scientific vocabulary, and this practice is having a positive impact on pupils’ learning. Seven year olds undertake thoughtful investigations to test the waterproofing of materials.

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science that are at least well above national averages, because of the high

7. Pupils’ attainment is greatly aided by the setting of individual pupil targets in literacy and numeracy. This is carried out for all pupils, including those having special educational needs and those for whom English is an additional language; the targets are revised very regularly. Parents are aware of targets and are able to help their children to achieve them. In all classes, teachers apply the school’s high expectations to the pupils in their classes; this greatly helps pupils’ learning and enables pupils to reach such high standards. Garstang Community Primary School - 11

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Leadership and management by the headteacher, the senior management team and

the governing body are excellent; the school has a very clear educational direction.

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Leadership and management by the headteacher, the senior management team and

8. The headteacher, deputy headteacher, senior management team and governing body are leading the school skilfully in a very appropriate educational direction. They are always striving to improve and look at ways to further enhance their pupils’ learning. The recently appointed deputy headteacher, who is an excellent classroom practitioner, has made a good start in promoting staff development. The senior management team sensibly includes both literacy and numeracy co-ordinators. The school is very well placed for further improvement; complacency does not exist here. The school’s priorities as identified in the effective school development plan are most appropriate.

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Leadership and management by the headteacher, the senior management team and

9. The senior management team is most effective and works well together. It has monitored teaching and learning through the school, giving teachers constructive written and verbal feedback, with areas for improvement indicated where appropriate. The role of the curriculum co-ordinators, which was a key issue at the time of the last inspection, has improved. They are now more closely involved in monitoring their subject areas.

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Leadership and management by the headteacher, the senior management team and

10. The governing body is very committed and brings a breadth of expertise to the school. It is effective in its function in monitoring the work of the school. Governors have an appropriate understanding of the strengths and weaknesses of the school and are energetically pro-active. Governors are regular visitors to the school, and monitor the delivery of the curriculum appropriately. They are most actively involved in setting school targets, particularly with regard to those applying to the higher levels of pupil performance.

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Leadership and management by the headteacher, the senior management team and

11. The school’s previous large budget surplus has been used wisely to provide more extensive facilities for information and communication technology and this has had a positive impact on pupils’ learning.

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The overall quality of teaching is very good; it is enhanced by the school’s use of new

12. Teachers at Garstang Primary School are committed, conscientious and most capable. The overall quality of teaching throughout the school is very good, with many examples of excellent teaching being seen. Overall, teaching was excellent in forty two per cent of lessons seen, very good in forty six per cent and good in twelve per cent of lessons. Teaching standards have improved very considerably since the time of the last inspection, with the proportion of very good or better teaching seen, more than doubling. Pupils’ successful learning matches the effective teaching throughout the school; pupils rise willingly to the teachers’ high expectations.

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The overall quality of teaching is very good; it is enhanced by the school’s use of new

13. Pupils, including those having special educational needs and those for whom English is an additional language, know and understand the precise purpose of their lessons. At the outset, teachers explain in appropriate language what the learning objectives are for the lesson. At the end of most lessons, the learning targets are looked at again to see how far they have been achieved. This was a particular feature of nearly all literacy and numeracy lessons observed, and such practice is very effective in increasing the rate of pupils’ learning. In a numeracy lesson for pupils in Year 2, pupils showed an excellent awareness of what they had learned at the end of the session. Time is not wasted in lessons, because all pupils realise that they have a learning target to meet. In one well taught literacy lesson for the children in a mixed age group Early Years class, however, the pace, at times, could have been brisker.

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The overall quality of teaching is very good; it is enhanced by the school’s use of new

Garstang Community Primary School - 12 14. Planning is particularly effective throughout the school. Nothing is left to chance. In a very well taught history lesson for children in the Reception class, the planning was meticulous, with nothing being left to chance. By the end of the lesson, pupils had a very clear insight into how we change as we get older. Teachers manage their classes efficiently; expectations are high in terms of both behaviour and standards of work for all pupils, including those with special educational needs.

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The overall quality of teaching is very good; it is enhanced by the school’s use of new

15. The teachers use information and communication technology skilfully to help pupils’ learning. The school greatly benefits from the provision of three interactive whiteboards; these are routinely used in the school library and two of the classrooms to help pupils’ learning and enhance understanding and motivation. Plans are afoot to spread their provision to all classrooms. Additionally, pupils are being taught to control advanced robots and to storyboard for a range of audiences. The latter work was of a very high standard.

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Pupils’ very good attitudes and behaviour and the excellent relationships throughout

the school promote a happy environment for learning.

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Pupils’ very good attitudes and behaviour and the excellent relationships throughout

16. Pupils’ attitudes are at least good. They behave very well indeed and want to learn. They mirror the enthusiasm of their teachers, and really enjoy coming to school.

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Pupils’ very good attitudes and behaviour and the excellent relationships throughout

17. Pupils all take part in question and answer sessions eagerly, as in a Year 6 numeracy lesson on “ways to arrive at the answer sixteen”. They are very keen to explain what they are doing and demonstrate their thorough understanding.

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Pupils’ very good attitudes and behaviour and the excellent relationships throughout

18. Relationships both between pupils and with adults are excellent. Staff, who are always calm and courteous, treat pupils respectfully and this is reciprocated by the pupils. Pupils help around school, with the playground mentors, for example, looking after younger children. Pupils are active in the vibrant school council meetings and make a positive contribution to the school’s facilities.

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Pupils’ very good attitudes and behaviour and the excellent relationships throughout

Parents’ views of the school are excellent .

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Pupils’ very good attitudes and behaviour and the excellent relationships throughout

19. The school values its parents especially highly; this is reciprocated by the parents who think that their school is wonderful! They are very supportive of its work, are regular helpers in class and raise a considerable sum of money annually. One hundred per cent of the questionnaires sent out by the school were returned, representing every pupil in the school.

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Pupils’ very good attitudes and behaviour and the excellent relationships throughout

20. At the parents’ meeting held prior to the inspection, it was difficult to get parents to say anything in any way critical. The only exception to this was on the subject of homework, where some felt that the school set too much and some felt there was too little .

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The school’s overall provision for pupils’ spiritual, moral, social and cultural

21. Provision for pupils’ spiritual development is a strength of the school. The school provides well for the study of different faiths. The school’s provision for pupils’ moral development is excellent. Pupils study the great effect that ‘lone voices’ have had on change in the world. For example, Martin Luther King, Chico Mendez and Nelson Mandela are studied in assemblies as “Campaigners for Change”. Pupils are given the opportunities to reflect on how they can bring about change, if they look at matters from a moral perspective. Appropriate anti-bullying and anti-racism policies are in place; the school promotes racial equality well. Adults set a very good example indeed to pupils. Garstang Community Primary School - 13 22. The result of the very good provision for pupils’ social development is seen in the excellent relationships around school. Cultural and multi-cultural provision are very good. Provision for pupils’ development in these areas is greatly enhanced by the

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The school’s overall provision for pupils’ spiritual, moral, social and cultural

school’s work in looking at the wider world that we inhabit. The school has exciting plans afoot to link with a school in Ghana using web cameras. Existing links with a school in Sweden give the pupils a wider view of the world and an awareness of other cultures.

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WHAT COULD BE IMPROVED

24 The team did not identify any issues for improvement. Garstang Community Primary School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

Percentage 43 46 11 0 0 0 0 The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than three percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 0 247

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 8 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 24

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 1

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 6

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 7

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Attendance

National comparative data 5.6 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Garstang Community Primary School - 15

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Attainment at the end of Key Stage 1 (Year 2)

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 24 17 41

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 23 23 24 Numbers of pupils at NC level 2 and above Girls 17 17 17

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 98(100) 98(100) 100(100) at NC level 2 or above National 84(83) 86(84) 91(90)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 23 24 24 Numbers of pupils at NC level 2 and above Girls 17 17 17

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 98(100) 100(100) 100(100) at NC level 2 or above National 85(84) 89(88) 89(88)

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Attainment at the end of Key Stage 1 (Year 2)

Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2 (Year 6)

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 16 19 35

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Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 16 16 16 Numbers of pupils at NC level 4 and above Girls 19 19 19

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 100(100) 100(100) 100(100) at NC level 4 or above National 75(75) 71(72) 87(85)

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Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 13 15 16 Numbers of pupils at NC level 4 and above Girls 19 19 19

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 91(94) 97(100) 100(100) at NC level 4 or above National 72(70) 74(72) 82(79) Percentages in brackets refer to the year before the latest reporting year. Garstang Community Primary School - 16

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Ethnic background of pupils Exclusions in the last school year

Categories used in the Annual School Census No of pupils on roll Number of fixed period exclusions Number of permanent exclusions

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – any other Asian background 1 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded. Garstang Community Primary School - 17

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 10.8 Financial year 2001-2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 22.7

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 540,041

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Teachers and classes Financial information

Total number of education support staff 6 Total expenditure 534,674

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Teachers and classes Financial information

Total aggregate hours worked per week 147 Expenditure per pupil 2,122

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 97,814

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Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A Balance carried forward to next year 20,968

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N/A

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Teachers and classes Financial information

Number of pupils per FTE adult N/A FTE means full-time equivalent.

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Recruitment of teachers

Number of teachers who left the school during the last two years 2.5

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2.5

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 FTE means full-time equivalent. Garstang Community Primary School - 18

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 55 38 2 1 4

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Percentage of responses in each category

Behaviour in the school is good. 68 30 0 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 44 43 6 3 4

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 49 43 5 0 3

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 74 25 1 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 76 23 1 0 0

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Percentage of responses in each category

The school works closely with parents. 65 31 3 0 1

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Percentage of responses in each category

The school is well led and managed. 85 13 2 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 68 27 2 0 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 42 42 6 1 9

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