School etc

Galmpton Church of England Primary School

Galmpton Church of England Primary School
Greenway Road

phone: 01803 842628

headteacher: Mr Stuart Ruffe Dip Ed Acp

reveal email: adm…


school holidays: via Torbay council

211 pupils aged 4—10y mixed gender
207 pupils capacity: 102% full

110 boys 52%


100 girls 47%


Last updated: June 19, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 288816, Northing: 56123
GPS coordinates
Latitude: 50.394, Longitude: -3.5656
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 16, 2011
Diocese of Exeter
Region › Const. › Ward
South West › Totnes › Churston-with-Galmpton
Urban > 10k - less sparse
Free school meals %

rooms to rent in Brixham

Schools nearby

  1. 0.3 miles Churston Ferrers Grammar School TQ50LN
  2. 0.3 miles Churston Ferrers Grammar School Academy TQ50LN (961 pupils)
  3. 1.1 mile Gramercy Hall School TQ50HR
  4. 1.2 mile White Rock Primary School TQ47AW (442 pupils)
  5. 1.7 mile Chestnut Primary School TQ50EQ
  6. 1.7 mile South Devon College TQ47EJ
  7. 1.9 mile Roselands Primary School TQ47RQ (301 pupils)
  8. 1.9 mile Clennon Valley C.O.YMCA TQ46NX
  9. 2 miles St Margaret Clitherow Catholic Primary School TQ50EE (131 pupils)
  10. 2 miles St Margaret Clitherow Catholic Primary School TQ50EE
  11. 2.1 miles Eden Park Infants' and Nursery School TQ59LA
  12. 2.1 miles Eden Park Junior School TQ59NH
  13. 2.1 miles Eden Park Primary School TQ59NH
  14. 2.1 miles Eden Park Primary School Academy TQ59NH (436 pupils)
  15. 2.2 miles Furzeham Primary School TQ58BL (297 pupils)
  16. 2.5 miles Brixham Church of England Primary School TQ59HF (249 pupils)
  17. 2.5 miles Brixham College TQ59HF
  18. 2.5 miles Hayes School TQ45PJ
  19. 2.5 miles Advanced Education - Devon TQ47DQ (13 pupils)
  20. 2.5 miles Hayes School TQ45PJ (441 pupils)
  21. 2.5 miles Brixham College TQ59HF (1014 pupils)
  22. 2.6 miles Stoke Gabriel Primary School TQ96ST (92 pupils)
  23. 2.6 miles Paignton Community and Sports College TQ33WA
  24. 2.6 miles Greylands School TQ46ES

List of schools in Brixham


Age group 4–11
Inspection date(s) 16–17 November 2011
Inspection number 378711

Galmpton Church of England Primary


Inspection report

Unique Reference Number 113458
Local Authority Torbay
Inspection number 378711
Inspection dates 16–17 November 2011
Report ing inspector John Cavill

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary aided
Age range of pupils 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 203
Appropriate authority The governing body
Chair Shelley French
Headteacher Stuart Ruffe
Date of prev ious school inspection 17–18 June 2009
School address Greenway Road
Telephone number 01803 842628
Fax number 01803 844962
Email address reveal email: adm…
Inspection report: Galmpton Church of England Primary School, 16–17 November 2011 2 of 15
Inspection report: Galmpton Church of England Primary School, 16–17 November 2011 3 of 15


This inspection was carried out by three additional inspectors. The inspectors
observed teaching and learning in 13 lessons and observed seven teachers. They
also visited a whole-school act of worship. They held meetings with members of the
governing body, local authority representatives, staff and groups of pupils. They

observed the school’s work, analysed recent evidence on pupils’ progress and

performance, examined a range of documents, checked the procedures in place to
safeguard children and looked at the school’s priorities for development. They also
analysed 103 questionnaires returned by parents and carers as well as those
completed by staff and pupils.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • How effectively the school is improving pupils’ attainment and progress in
    writing, especially within Key Stage 1.
  • How effectively the provision at the school, especially teaching and the
    curriculum, meet the needs of all pupils, in particular boys and pupils with
    special educational needs and/or disabilities.
  • How effectively leaders, at all levels, are contributing to the improvement of the

Information about the school

This is an average-sized Church of England voluntary aided primary school. Most of
the pupils are of White British heritage. A few are from minority ethnic backgrounds.
The school takes in children from a large geographical area and the mobility of pupils
at the school is slightly higher than the national average. The proportion of pupils
with special educational needs and/or disabilities is average. The current number of
pupils with a statement of special educational needs is well below the national
average. The percentage known to be eligible for free school meals is below average.
The school has gained several awards including Healthy Schools, the Activemark and
the Basic Skills Quality Mark.

Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 4 of 15

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

This is a good school. The comment from the parent who said, ‘Galmpton Primary
School has a wonderful, safe, secure and happy atmosphere,’ reflects the great pride
it has in its welcoming and inclusive ethos. The Christian values that are seen in the
family-focused, caring attitudes of all staff at the school provide pupils with the
opportunity to experience their learning in a nurturing yet stimulating environment.
Pupils, carers and parents alike value this, and the high attendance rate is reflective
of the enthusiasm with which pupils attend school, and best exemplified by a pupil

who commented to an inspector, ‘I really love being at this school.’
The school motto, ‘Only my best is good enough for me,’ is clearly embedded in all

aspects of the school community with pupils and staff demonstrating values that
show their determination to do well. Pupils are very proud of the school and are keen

to make positive contributions to school life. The ‘golden carers’ provide support to

the younger pupils and are making a strong contribution to pupils’ attitudes and
behaviour around the school. Pupils demonstrate good attitudes towards their
learning, with high levels of engagement and concentration. They are very
respectful, have a well-developed moral code and respond positively to the high
expectations at the school. As a result, behaviour is good. Pupils are confident that
the school deals effectively with any incidents of unacceptable behaviour.
Teaching and learning have improved and are now good. As a result, most pupils are
now making good progress and achieve well across all key stages. However, in a few
lessons, teaching is not challenging enough to ensure that all pupils attain as well as
they might. In these lessons, assessment information is not used consistently enough
to ensure that all pupils make the progress that they could, especially in writing.
However, this is improving following successful interventions that are continuing to
be used across the school. Teaching assistants and other adults who help in classes
are deployed well across the school. However, the school needs to help the to
develop further, and fully understand their role, to have a greater impact on

improving pupils’ outcomes. Teachers mark pupils’ work regularly and the feedback is

constructive. However, pupils do not always get information that will help them to
move on in their learning and provide them with the next step. Pupils’ high levels of
attendance, together with average, and improving, levels of attainment, means they
are well equipped to develop skills for the future.
The Early Years Foundation Stage is outstanding. Pupils who enter the school make
good, and often outstanding, progress in the Reception Year and now enter Key

Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 5 of 15

Stage 1 with skills that make them fully prepared to take on the challenges that face
them next. The level of care that they receive in Reception is excellent and the high
level of engagement that exists with the parents and carers means that the children
are fully supported throughout the year. Teaching is highly focused on the individuals
in the class and the environment provides stimulating activities to fully engage the
The governing body has undergone some changes in personnel recently to increase
its capacity to provide challenge and support to the school. It is clear that, while the
governors understand the school’s strengths and weaknesses, they still need to
develop further, both as a group and as individuals, in order to increase their impact.
The way that the school partners other organisations and individuals to support the
well-being and learning of the pupils is outstanding. Leaders and managers
demonstrate a tenacity to identify and lead on a wide range of very successful
partnerships. These include one with the National Trust, obtaining the status as a

‘guardian school’ to Greenway House, and the strong link that the school enjoys with

the local church; these are having a very positive effect on pupils’ learning at the
The headteacher has a clear view of what is needed for the continued improvement
and development of the school, following the successful improvements since the
previous inspection. The leaders and managers at the school are united in sharing his
vision and this permeates through to all staff. The process for self-evaluation is

rigorous and accurate, correctly identifying the school’s strengths and areas for

development. Detailed planning for improvement and thorough monitoring of these
areas ensure that the school continues to move forward. Consequently, the school’s
capacity for sustained improvement is good.

What does the school need to do to improve further?

  • Build on the work already started to raise attainment across the school,
    particularly in writing, by:
    ensuring that assessment information is used more effectively to plan
    lessons and activities that match the learning needs of all pupils
    making sure that teachers’ marking of pupils’ work contains pointers to
    show how to improve their work and identify the next steps in their
    developing the role and increasing the impact of additional adults in
  • Improve the impact of governance by ensuring that the governing body
    effectively monitors all areas of the school’s work so that it can be more
    influential in determining the school’s strategic direction.
    Pupils enjoy their learning and achieve well from their starting points. There is a
    significant variance in the pupils’ skills and knowledge when they start school and
    this is reflected in the attainment of different year groups. Their attainment when
    they leave at the end of Key Stage 2 is broadly average but is improving strongly,
    especially in mathematics, where attainment is securely above average. The school’s
    tracking data are being used well and have identified that the pupils are now making
    good progress across all key stages, including Key Stage 1, which was a focus for the
    inspection. Attainment is above average in mathematics and average in English, and
    reading is stronger than writing. The school has already identified this discrepancy
    and several well-planned strategies are in place leading to improving outcomes. The
    gap that existed between the attainment of boys and girls is rapidly closing due to
    successful intervention strategies and improvements to the curriculum, with a focus
    on activities to better engage boys. Pupils with special educational needs and/or
    disabilities make good progress and some are making exceptional progress.
    In lessons, most pupils make good progress. Their behaviour is good, and strong
    relationships, both with their peers and adults, ensure that they benefit very well
    from their education. However, in those few lessons where the planning is not as
    well focused to provide adequate challenge for pupils, they can sometimes become
    disengaged from their learning, leading to some low-level disruption. They enjoy
    opportunities to work together and to do practical tasks, both identified by the school
    as having the positive effect of better engaging the boys.
    Parents and carers confirm the pupils’ view that the school keeps them safe and
    healthy. This is reflected by the range of awards, including Healthy Schools and the
    Activemark, that the school has secured for healthy lifestyles and the high uptake by
    pupils in extra-curricular sporting activities. Pupils are keen to develop their computer
    skills in a range of lessons, and cross-curricular topic work provides opportunities to
    develop all basic skills in a range of situations, which has been recognised with the
    award of the Basic Skills Quality Mark. There is an active school council that allows
    pupils to influence decisions made at the school and their views are sought to help
    shape the learning.
    Pupils are given opportunities to develop their spiritual understanding through the
    regular acts of worship, and in lessons, they are encouraged to reflect, as seen in the
    Year 6 lesson on war poems. The pupils’ cultural understanding is enhanced through
    the wide range of art and musical activities provided, linked to other cultures in the
    United Kingdom and around the world. There is a culture of high expectations within
    the school where pupils’ behaviour, and respect for others in school, and around the
    local community, are good.
Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 6 of 15
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 7 of 15
Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of lear ning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 2
Pupils’ behav iour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?

Teaching is good in most lessons because teachers have good subject knowledge
and clear learning intentions that engage pupils well and secure good progress. The

school’s assessment tracking system provides teachers with an overview of pupils’

progress to assist effective planning. Teachers use this information to match the

work closely to the needs of pupils, target their questioning and check pupils’ work

carefully to gain a clear view on how well they understand. This is more successful in
some classes than in others and, in a few lessons, teachers do not take enough

account of pupils’ prior achievement. This, along with a relatively less effective use of

teaching assistants, sometimes leads to a small minority of pupils losing interest and
becoming disengaged in their learning, resulting in these pupils not making as much
progress as they could.
Clearly targeted support for the pupils whose circumstances make them most
vulnerable has resulted in significant improvements in attitudes, behaviour,
confidence, relationships and achievement. The school has a very small minority of
pupils with highly complex needs and can show striking examples of where they have
supported them to overcome some significant barriers to their education – some of
these individuals have made exceptional progress. The good quality advice and
guidance are valued by pupils and their parents and carers, and they report that they
are well prepared for the next stage in their education.
The curriculum is well planned and is being further developed to include more
activities that will better engage the boys. This includes work on developing the

already excellent partnerships further such as the ‘living pathway’, with Devon


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 8 of 15

Wildlife Trust, into all subjects, and more focused topics to help improve pupils’
writing at the school. There are a wide range of visits organised to enhance the
curriculum, many of which help to develop the pupils’ awareness, and understanding
of culture diversity in more urban areas. The curriculum is adapted well to meet the
needs of pupils with special educational needs and/or disabilities.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curr iculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher leads this school with passion and pride. He provides strong
strategic direction and vision that has been communicated well to the whole staff
and has resulted in a united body of professionals who clearly understand the

school’s core purpose, which is embedded well. Leaders at all levels are effective and

share a common commitment to improving the school further. The leadership team
works collaboratively with the rest of the staff to monitor and improve teaching. The
school provides many opportunities for further personal professional development
and is focused on enabling individuals to have an even greater impact on pupil
outcomes. Systems to implement and monitor improvement are already embedded,
effective and well organised, and ensure new initiatives are linked directly to the
school improvement plan. This is an inclusive school where opportunities for all are
central to its core values. Plans at the school clearly show that they are effective at
removing barriers to learning and have eradicated discrimination so all pupils have an
equal opportunity to succeed.
The governing body provides satisfactory support and challenge to the school. It
ensures that the school’s safeguarding procedures are robust and ensures pupils’
safety. It is involved with the self-evaluation process and understands areas where
the school has to develop further. Its regular engagement with staff, parents and
carers, through structured meetings, allows it to incorporate its views into decisions
regarding the future of the school.
The school enjoys strong engagement with the parents and carers, and it listens
carefully to their views about the school. This has been fostered through providing

many ways to access the school from a ‘blog’ facility on the website to the ‘open-
door’ policy that the headteacher provides for parents and carers. There is an active

parent teacher association that provides a good level of support to the school and its
pupils. The school has established links with schools both nationally in London and
Birmingham, and internationally in Peru and Zimbabwe, resulting in the pupils’

Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 9 of 15

improved awareness of their place in a global community. The school has undertaken
a comprehensive evaluation and now has a clear plan of action to promote a wider
understanding of communities and cultures across the world.

The school’s safeguarding procedures are robust. Protecting pupils’ welfare is given

the highest priority and good procedures are wholly embedded.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

The Early Years Foundation Stage is outstanding. Children are welcomed into a
bright and attractive setting that is well resourced and provides the children with a
wide range of activities that are selected carefully to motivate and challenge. When
children start in the Reception Year, their skills vary from year to year. Currently,
they are broadly in line with those typically seen in this age group and higher than
was the case for some of the older pupils when they joined the school. All children,
including those with special educational needs and/or disabilities, make good, and
many make outstanding, progress. This is because staff use highly effective
assessment procedures to accurately assess and regularly monitor their learning,
providing tasks and activities that are well matched to their individual needs.
The children come to school enthusiastic, ready to learn, and therefore quickly settle
into well-established routines that encourage independence and promote social
interaction. The care, guidance and support they receive are outstanding and
support their progress in personal skills, which is clearly evident in the way that most
of the children play together well. The staff have an excellent knowledge and
understanding of the learning, development and welfare of children in the Early
Years Foundation Stage. This promotes high expectations of the children who are

Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 10 of 15

now leaving the Reception Year with skills that are above the expected level for their
age. There are excellent relationships with the parents and carers, and the team
values their involvement. Transition arrangements are excellent, especially with the
local pre-school in the village from where most of the children join the school.
Children show a willingness to keep themselves and others safe through careful use
of resources.
Outstanding leadership by the leader, supported by a committed team in the Early
Years Foundation Stage, ensures that all children have the opportunity to achieve
well. There is a clear understanding of the strengths and areas for development, and
actions are focused on encouraging children to make exceptional progress in their
learning and development. Resources are very well deployed and there are excellent
links with agencies that support the work to care for children whose circumstances
make them vulnerable. Safeguarding is given a high priority and children are kept
very safe.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation



Views of parents and carers

A higher than average response to the questionnaire was received. A very large
majority of the responses were positive, with most parents and carers indicating a
high level of satisfaction with the work of the school. All parents and carers who
completed the questionnaire stated that they thought that the school kept their
children safe; a view that inspectors share. A very small minority of parents and
carers thought that the school does not deal with unacceptable behaviour well.
Inspectors observed behaviour in lessons and around the school, held discussions
with staff and pupils, and scrutinised behavioural records. Their findings are
contained within the report. A few parents and carers had concerns about the
progress their children were making at the school. The inspectors judge the progress
to be good but we have challenged the school to improve the achievement of the
pupils even more. Most of the parents and carers that responded consider that the
school is managed effectively. The inspection evidence supports this view.

Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 11 of 15

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Galmpton Church of
England Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 103 completed questionnaires by the end of the on-site inspection. In
total, there are 203 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 71 69 29 28 2 2 0 0
The school keeps my child
77 75 25 24 0 0 0 0
The school informs me about
my child’s progress
39 38 53 51 10 10 0 0
My child is making enough
progress at this school
43 42 47 46 10 10 2 2
The teaching is good at this
44 43 52 50 3 3 2 2
The school helps me to
support my child’s learning
44 43 47 46 10 10 1 1
The school helps my child to
have a healthy lifestyle
48 47 51 50 2 2 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
43 42 50 49 1 1 0 0
The school meets my child’s
particular needs
46 45 42 41 11 11 1 1
The school deals effectively
with unacceptable behaviour
35 34 45 44 15 15 4 4
The school takes account of
my suggestions and
35 34 54 52 7 7 1 1
The school is led and
managed effectively
48 47 42 41 5 5 2 2
Overall, I am happy with my
child’s experience at this
57 55 40 39 5 5 0 0
Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 12 of 15


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 13 of 15

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and
    Progress: the rate at which pupils are learning in lessons and
    over longer periods of time. It is often measured
    by comparing the pupils’ attainment at the end of a
    key stage with their attainment when they started.
    18 November 2011
    Dear Pupils
    Inspection of Galmpton Church of England Primary School, Galmpton TQ5
    Thank you for welcoming us to your school recently, and for talking to us about your
    work, telling us what you think of the school and what you enjoy about it. We
    enjoyed talking to you and would especially like to thank those of you that met and
    talked with an inspector.
    Galmpton Primary School is a good school, which matches exactly what you told us.
    You told us that you are very proud and enthusiastic to go to school, which is why
    the attendance is so high, and you all need to be congratulated for that. We found
    your school to be a very caring place which keeps you safe and looks after you very
    well. Those of you we spoke to think that you are looked after very well, too. We
    judged the work done in the Reception class to be outstanding, and we know that
    when you leave there you will be able to do exceptionally well in the future.
    A few of you thought that behaviour was not good at the school so we made sure
    that we looked carefully at you working in lessons and playing around the school. We
    think that your behaviour is good, especially in lessons when you have interesting
    work that you can do. However, we noticed that in some lessons a small number of
    you became distracted and you did not make enough progress. We have asked the
    school to make sure that the work they give you is well suited to your ability in the
    future so you can all make good progress and achieve well, especially in writing.
    We have asked the school to work with the adults who support the teachers in
    lessons so they will be able to help you do even better in the future. The governors
    who look after your school also need some extra support so they will be more
    effective and we have asked them to do that so they will have a better idea of how
    good the school is.
    We really enjoyed coming in and visiting you this week and hope that you all
    continue to work hard in your good school.
    Yours sincerely
    John Cavill
    Lead inspector
Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 14 of 15
Inspection report: Galmpton Church of England Primary School, 16-17 November 2011 15 of 15

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