Garstang Community Academy, located in Bowgreave, Garstang, Preston, Lancashire, underwent an inspection on March 26 and 27, 2024. The overall effectiveness of the school was rated as requiring improvement, which also applies to the quality of education, behavior and attitudes, personal development, and leadership and management. The headteacher, Satinder Singh, leads the school, which is part of the Fylde Coast Academy Trust, overseen by CEO Dean Logan and a board of trustees chaired by Mark Gutteridge.
Pupils at Garstang Community Academy have shown an increase in enjoyment of school, demonstrating a keen interest in learning and responding positively to the school’s heightened expectations for academic performance. However, achievement levels vary across subjects, with some pupils not benefiting from curriculum changes as quickly as expected due to slow implementation. While most pupils are polite and respectful, a small number continue to misbehave, disrupting the learning environment for others. The school has made efforts to improve its approach to bullying, but some pupils, particularly those with special educational needs and disabilities, lack confidence in reporting concerns, fearing ineffective resolutions.
The school offers a variety of clubs and trips, enhancing pupils' interests and providing opportunities for participation in sports and community events, which help build confidence and teamwork skills. Collaborative efforts with trust experts have begun to improve the quality of education, helping to rebuild trust among stakeholders. However, communication regarding changes to policies and systems has not always been effective, leading to negative perceptions among some pupils, parents, and staff, and contributing to low morale among certain staff members.
The local governing body and trustees have provided appropriate challenges to help reshape the curriculum, making it broader and more ambitious. There are early signs of improvement, such as an increase in pupils wishing to study languages in key stage four, contributing to a rise in those studying the full suite of English Baccalaureate subjects. The school has identified key knowledge for pupils to learn in most subjects, and teachers understand the sequence in which content should be taught, aiding in building on prior knowledge.
While some teachers effectively use assessment strategies to inform their teaching, others do not adequately address gaps in pupils' learning, hindering progress, particularly for disadvantaged pupils. The school’s approach to supporting pupils with special educational needs is more successful, ensuring they can access learning and achieve well. Reading is prioritized, with support provided for those struggling, and initiatives like the reading canon sessions and vocabulary prompts have raised literacy standards across the curriculum.
Pupils generally understand and respond positively to the school’s values, although inconsistent behavior management can lead to disruptions. The school is working to address attendance barriers, but low attendance rates remain a challenge. The redesigned personal, social, health, and economic education curriculum effectively teaches pupils about healthy lifestyles and safety, though opportunities to promote diversity are still being refined. The comprehensive careers program raises aspirations through projects with local colleges and businesses, equipping pupils with transferable skills for future success.
The school’s safeguarding arrangements are effective, ensuring a safe environment for pupils. To improve, the school must enhance the consistency of assessment strategies across subjects, ensure behavior management systems are uniformly applied, and build confidence among pupils regarding reporting bullying. Clear communication about policy changes is essential to rebuild trust and improve staff morale.
