Garlinge Primary School and Nursery
Catchment Area, Reviews and Key Information

Primary
PUPILS
769
AGES
3 - 11
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
03000 41 21 21

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(28/11/2023)
Full Report - All Reports
59%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Westfield Road
Margate
CT9 5PA
01843221877

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide highly effective and inspirational leadership for this school, which clearly has ‘inclusion at its heart’. You have created a very strong leadership team that demonstrates strong capacity to improve the school further. You have an unwavering commitment and determination to provide the best possible experiences for all pupils in a happy, calm and aspirational environment. Your deputy headteachers share your vision, ambition and pursuit of excellence, and together you provide very strong, strategic senior leadership. Leaders, staff and governors are very proud of the school and have every confidence in your leadership. Senior leaders and governors conduct a wide range of monitoring activities that effectively and accurately identify the school’s strengths and areas for further development. You have correctly identified a continuing focus on further improving outcomes for disadvantaged pupils. You have successfully built on the strengths identified at the previous inspection and have addressed the areas that were identified for improvement. For example, in 2017, the proportion of pupils who reached higher levels of attainment by the end of key stage 2 increased from the previous year. The proportion was above that found nationally in writing but remained below the national average in reading and mathematics. You have led the school exceptionally well during its rapid expansion to a four-form entry school, and managed the new building work to accommodate the increasing roll. During this time, you have ensured that the quality of teaching and learning has been maintained. You have expanded the school’s leadership with an effective team of assistant headteachers. They use their skills and expertise to work with colleagues and share good and outstanding practice. As well as a skilled teaching staff, you have a large team of skilled teaching assistants. They make a valuable contribution to pupils’ learning by providing support to meet the wide range of pupils’ needs. This includes pupils who have special educational needs (SEN) and/or disabilities, pupils who speak English as an additional language and those who have specific speech, language and communication needs. You have correctly identified that there is further scope to ensure that pupils of all abilities develop resilience as learners and ‘can do’ attitudes so they are not afraid to make mistakes and know they can learn from them. Pupils are nurtured at the school and thrive in the calm, orderly environment. They are happy and safe and behave well, showing respect for each other and adults. Pupils are enthusiastic and proud of their school. A group agreed with one pupil who said, ‘All the children get on well. We all listen to each other and try to help each other.’ Pupils feel valued and part of a close community. One parent, whose children were new to the school, wrote, ‘I was concerned about how well they would settle in a new school. All the staff at Garlinge were fantastic and made them feel very welcome. I was concerned about the size of the school as it felt so big at first, but the space and children are very well managed and the pastoral support is excellent.’ The school motto, ‘Be a PART of Garlinge’, reflects the school values of Perseverance, Aspiration, Respect and Teamwork, which pervade every aspect of the school’s work. One parent commented that her child ‘comes home engaged and informed, and regularly recites the school values!’ Safeguarding is effective. There is a strong culture of care and safeguarding at the school, and you ensure that pupils’ welfare is paramount. You, the deputy headteachers and the family liaison officer are designated safeguarding leads, and, in addition, the school has appointed a safeguarding officer who is also trained in this role. This ensures that there is always a skilled and experienced person for staff to go to if they have any concerns. Staff recognise that child protection is everyone’s responsibility. All staff receive effective training including updates to meet any new requirements in keeping children safe from a variety of risks, including those related to online safety. There are very clear procedures in place, and staff are vigilant in following these. Inclusion and safeguarding teams are proactive in supporting pupils to keep themselves and others safe. Play-leader pupils in key stage 1 explained how they lead by example and ‘make sure that everyone’s being kind to each other’. Pupils spoke to inspectors about a visit from the NSPCC, which they said helped them have the confidence to ‘speak out and stay safe’. Staff work with determination to forge good relationships with parents and carers, building on trust and mutual respect. This helps to ensure that any needs are known and that support for pupils and their families, including from external agencies, is timely and effective. Safeguarding arrangements are robust and fit for purpose and records are suitably and efficiently kept. Pupils said that they feel safe in school and that they are confident to turn to adults if they have any concerns. Almost all parents who responded to Ofsted’s online questionnaire, Parent View, agreed that the school keeps their children safe. You, staff and governors have worked extremely hard to improve pupils’ attendance. You and your teams are resourceful and creative and go the extra mile to support families, particularly those in which pupils are persistently absent. Attendance is improving as a result of your efforts but remains a little below the national figure. Inspection findings During this inspection, we looked at specific aspects of the school’s provision, including the effectiveness of safeguarding arrangements, pupils’ achievement in reading and writing, the impact of the work of leaders on the quality of teaching and learning and the curriculum, and the achievement of disadvantaged pupils. For the past two years, pupils have made much better progress from their starting points in writing than in reading. In 2017, although pupils’ progress in reading and mathematics was similar to that found nationally, it was significantly above the national average in writing. Pupils have many opportunities to apply their writing skills for a range of purposes across the curriculum. Teachers’ expectations are consistently high whether pupils are writing in English lessons or in their topic books. These aspects and teachers’ clear knowledge of how pupils develop as writers have helped pupils to make rapid progress. In 2017, the proportions of pupils reaching age-related expectations and greater depth in their writing were above those found nationally. You have taken positive and determined action to improve pupils’ progress in reading. A range of strategies is successfully raising the profile of reading across the school. Teachers often base learning across a range of subjects on a key text, carefully chosen to motivate and inspire pupils. Where needed, extra support is provided, particularly to develop pupils’ language skills to support their reading development. Star readers are celebrated. Pupils are encouraged to read at home and read for pleasure and strive with enthusiasm to receive certificates as reader of the week for their efforts. The impact on pupils’ achievement is evident as reading progress is improving and current pupils are making similarly good progress in reading to their progress in writing. Leaders ensure that the quality of teaching and learning is carefully checked. You acknowledge that the further development of pupils’ resilience as learners will help them secure the best outcomes. The curriculum is broad, balanced and successfully designed to meet the needs as well as the interests of all groups of learners. Staff work very hard to plan topics that inspire and motivate all pupils.

Garlinge Primary School and Nursery Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>25, "disagree"=>1, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>18, "disagree"=>3, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>37, "disagree"=>3, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 67 responses up to 04-12-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>6, "agree"=>15, "disagree"=>1, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>36, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 04-12-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>18, "strongly_agree"=>46, "agree"=>22, "disagree"=>7, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>25, "disagree"=>21, "strongly_disagree"=>8, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>36, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>33, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>34, "disagree"=>3, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>34, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 67 responses up to 04-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>28, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 67 responses up to 04-12-2023
Yes No {"yes"=>88, "no"=>12} UNLOCK Figures based on 67 responses up to 04-12-2023

Responses taken from Ofsted Parent View

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