Thurnham Glasson Church of England Primary School, located in Glasson Dock, Lancaster, underwent an inspection on June 28 and 29, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
Pupils at the school arrive eager and happy, feeling safe and well cared for. They exhibit a strong sense of community, with older students organizing games for younger peers during lunch. The school fosters a respectful environment where pupils are polite to one another and to staff. Leaders have high expectations for behavior, contributing to a calm and positive atmosphere.
Despite the positive environment, not all pupils achieve to their full potential. The curriculum lacks coherence in several subjects, hindering pupils' ability to build on their learning over time. While leaders have collaborated with local authorities to develop an appropriate curriculum, staffing changes have left some subjects without a clear structure. Consequently, the curriculum does not consistently support pupils in achieving their best.
Pupils take pride in their roles within various councils and groups, understanding the importance of responsibility and community service. The school provides a broad range of experiences, preparing pupils for life in a diverse society. However, the lack of clarity in the curriculum means that some subjects do not facilitate optimal learning outcomes.
Teachers possess good subject knowledge and create engaging lessons. However, there are instances where the work assigned to pupils does not align with the intended curriculum, preventing effective progression in learning. Teachers check for understanding during lessons, but these assessments do not always identify gaps in knowledge, leading to some pupils advancing through the curriculum without fully grasping essential concepts.
Pupils with special educational needs and disabilities follow the same curriculum as their peers, and leaders work with various agencies to support these students. However, there are occasions when the work provided does not adequately match their needs, limiting their progress.
The school has made significant strides in early reading instruction, with teachers adhering to a structured phonics program. Pupils become fluent readers and are encouraged to read widely, with a diverse selection of texts available. This emphasis on reading contributes positively to their overall development.
Behavior in lessons and during social times is commendable, with pupils working well together across different age groups. Disruptions are rare, and when they occur, teachers effectively implement the school's behavior policy to maintain a conducive learning environment. The school promotes a sense of social responsibility, engaging pupils in community service and environmental initiatives.
Governors are attentive to staff workload and provide practical support, fostering a positive working environment. Staff express pride in their roles and feel appreciated by school leaders. Parents and carers overwhelmingly support the school, highlighting the positive experiences their children have.
The safeguarding arrangements are effective, with robust systems in place to ensure staff are trained and aware of their responsibilities. Leaders prioritize the safety and well-being of pupils, including ensuring that all students learn to swim, given the school's location.
To improve, the school must clarify the curriculum expectations across subjects and ensure that teachers deliver the intended content effectively. Addressing gaps in pupils' understanding and providing tailored support for those with special educational needs will be essential for enhancing overall achievement.
