Glasshouses Community Primary School

Glasshouses Community Primary School is a small, inclusive and nurturing school where pupils are happy, attend well and behave exceptionally well. Safeguarding standards are met. Attendance is consistently above national averages, including for pupils with special educational needs and/or disabilities and disadvantaged pupils, and pupils show high levels of respect, kindness and belonging. Personal development is a particular strength: pupils take part in a wide range of enrichment, leadership roles and community activity, and mental health and wellbeing are prioritised. Teaching and the curriculum meet expected standards. Leaders have built an ambitious curriculum adapted to mixed-age classes, and reading is promoted well from the early years. Most pupils achieve outcomes close to national averages, though results fluctuate because cohorts are very small. The school has a higher-than-average proportion of pupils with SEN support and is described as inclusive, with early identification and strong pastoral support. Areas for development centre on writing and assessment. Teachers do not always address gaps in pupils' writing, including handwriting, quickly or precisely enough, and assessment is not yet consistently used to ensure pupils retain deeper knowledge over time, especially in foundation subjects. Some SEND support plans lack precision. Leaders and governors know the school well and are taking appropriate steps to improve these areas.

Strengths

• Attendance is consistently above national averages, including for pupils with SEND and disadvantaged pupils.
• Pupils have a strong sense of belonging and enjoy coming to school.
• Behaviour and relationships are highly respectful, warm and nurturing.
• Bullying is uncommon and dealt with quickly and well.
• Personal development is comprehensive, with wide enrichment and leadership roles for every pupil.
• Mental health and wellbeing are prioritised and embedded across the curriculum.
• Pupils develop strong understanding of safety, British values and protected characteristics.
• The school is inclusive, with early identification of SEND and generally effective adaptations.
• The curriculum is ambitious and adapted well to mixed-age teaching.
• Reading is prioritised from the early years, and pupils are supported when they struggle.
• Leaders provide high-quality professional learning and staff feel well supported.
• Governors hold leaders to account effectively, including for additional funding.
• Strong links with the local community and positive feedback from parents and carers.
• Safeguarding standards are met.

Areas for Improvement

• Teachers do not always identify and address gaps in pupils' writing skills quickly and precisely enough.
• Handwriting errors are not addressed swiftly enough at times.
• Assessment is not consistently used to ensure pupils remember learning securely over time across all subjects.
• Pupils' knowledge in foundation subjects is not always as well developed as it could be.
• Some support plans for pupils with SEND lack sufficient precision.
• Some pupils do not retain in-depth knowledge as securely as they could over time.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Glasshouses Community Primary School attended 96.6% of sessions (the national figure for primary schools was 94.8%). 4.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 2.0% of pupils at Glasshouses Community Primary School were suspended at least once (nationally 1.1%). One pupil was permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Glasshouses Community Primary School had 12.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 33.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 27.3% of pupils at Glasshouses Community Primary School were on SEN support (nationally 15.4%) and 2.3% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2021–22 Glasshouses Community Primary School received £7,712 and spent £7,681 for each of its 56 pupils. It ended the year with reserves of £59,000 (£1,049 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Harrogate · North Yorkshire local authority: places and applications

What is Glasshouses Community Primary School's Ofsted rating?

The latest Ofsted rating for Glasshouses Community Primary School is Expected standard, from an inspection in June 2026.

When was Glasshouses Community Primary School last inspected by Ofsted?

Glasshouses Community Primary School was last inspected in June 2026.

How many pupils does Glasshouses Community Primary School have?

Glasshouses Community Primary School has 44 pupils on roll.

What age range does Glasshouses Community Primary School cover?

Glasshouses Community Primary School for pupils aged 4 to 11.

What are Glasshouses Community Primary School's SATs (KS2) results?

In 2025, 57% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Glasshouses Community Primary School?

Glasshouses Community Primary School is at Glasshouses, Harrogate, North Yorkshire, HG3 5QH.