|Name||Garston Church of England Primary School|
|Address||Holman Road, Garston, Liverpool, L19 5NS|
|Religious Character||Church of England|
|Number of Pupils||222 (45.5% boys 54.5% girls)|
|Number of Pupils per Teacher||14.5|
|Academy Sponsor||Rainbow Education Multi-Academy Trust|
|Percentage Free School Meals||51.8%|
|Percentage English is Not First Language||9.9%|
|Pupils with SEN Support||21.2%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school does not meet requirements on the publication of information about some aspects of the school’s provision for special educational needs. Garston Church of England Primary School is smaller than the average-sized primary school. The proportion of pupils who receive support in school for their special educational needs and/or disabilities is above the national average.
The proportion of pupils who have an education, health and care plan or a statement of special educational needs and/or disabilities is slightly above the national average. The proportion of pupils who are supported through pupil premium funding is nearly twice the national average. The proportion of pupils from minority ethnic groups is below the national average, as is the proportion of pupils who speak English as an additional language.
The proportion of pupils that leave or join the school at times other than the start of the Reception Year is above the national average. The school operates a breakfast club that was part of this inspection. The school accommodates a pre-school nursery that is not managed by the governing body and was not part of this inspection.
The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6. In 2016, the school became de-federated from another local Church of England primary school. It is currently receiving support from the Rainbow Education multi-academy trust.
Summary of key findings for parents and pupils
This is a school that requires improvement Current pupils do not make rapid enough progress across most years and subjects. The new senior leaders have taken action to bring about improvements, but the impact of their work is not yet evident. Subject leaders do not have a clear view of standards in their subjects.
The quality of teaching is inconsistent, with teachers sometimes giving pupils tasks that are not demanding enough. Pupils’ behaviour in lessons does not consistently support their progress. Children in the early years do not make strong progress from their starting points.
The most able pupils do not consistently receive work that challenges them. Teachers do not follow the school’s marking and feedback policy consistently. Pupils’ attainment in English and mathematics is typically below national averages.
Leaders do not make the best use of funding to support pupils who are disadvantaged or pupils who have special educational needs and/or disabilities. Pupils’ attendance is in the lowest 10% nationally. Governors have only recently been appointed and do not have a comprehensive view of standards in school.
An external review of the school’s use of the pupil premium funding should be undertaken in order to assess how this aspect of the leadership and management may be improved. The school has the following strengths The executive headteacher and the head of school are dynamic and thoroughly committed to bringing about improvements in the school. Senior leaders have secured good progress in mathematics across most year groups.
Pupils’ conduct around school is good and teachers keep them well informed about how to stay safe. Most parents are positive about the work of the school and say that their children feel happy and safe. Leaders are aware of the school’s priorities for improvement and have devised appropriate strategies to tackle them.