Ofsted Report

June 2025 Inspection Highlights

Leadership and Standards:

• All leaders work collaboratively to maintain a high-quality education for all pupils.

• Trust leaders and those responsible for governance know the school’s strengths and development areas well.

• The school prioritises reading from when children join the school.

• Staff deliver the phonics programme well. Pupils who struggle with reading receive the support they need to catch up quickly, to ensure pupils develop strong reading skills early on.

• Teachers are well prepared and have the expertise they need to deliver the curriculum effectively. 

• The school has a firm grasp of the breadth and coverage of the subjects that form the curriculum.

• Collective worship supports their spiritual and moral growth, and pupils can make links between many of their experiences and the school’s vision and values.

Teaching/Learning and Inclusion

• The school has designed a broad and ambitious curriculum that supports all pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities (SEND). 

• Teaching is adapted well to enable pupils with SEND to learn the same curriculum as their peers.

• Subjects are thoughtfully planned and sequenced.

• Pupils across the school are enthusiastic about writing. Older pupils take pride in the poems and stories they create in English lessons. Many of these pieces of work connect to other subjects.

• Older pupils enjoy reading and have access to a wide and appropriate range of texts to choose from.

• Pupils engage in critical thinking.

• The curriculum is further enhanced through a wide range of clubs and visits. There are many opportunities for pupils to take part in sporting and performance events. 

• The school encourages respect for different cultures and beliefs and promotes an inclusive ethos. pupils are well prepared for life beyond the school.

Safeguarding and Behaviour

• The arrangements for safeguarding are effective.

• The school has high expectations for pupils’ behaviour.

• Pupils with more complex behavioural needs receive excellent support. Their needs are met in a personalised and sensitive manner. 

• Attendance is high, and for most pupils, school is unmissable. Efforts to reduce barriers to attendance for individuals and families have been successful. 

• Positive relationships between staff and families. 

• A strength of the school is its promotion of personal development. Pupil’s emotional wellbeing is actively addressed through personal, social and health education and targeted programmes. 

Staff and Parents Views:

• Staff are unanimously positive about working at the school and feel their time and efforts are valued.

• Parents are overwhelmingly positive about the experiences their children have

• ‘Garsington Primary is a wonderful school, where every child is cared for’.