Galley Hill Primary School

Galley Hill Primary School is a warm, welcoming and inclusive community where pupils feel safe, valued and cared for. Safeguarding standards are met. Attendance and behaviour are strong: leaders are tenacious in promoting attendance, persistent absence is low, and pupils are calm, respectful and committed to learning. The early years provision is also a notable strength, with a well-sequenced curriculum, strong phonics teaching and warm relationships that help most children leave ready for Year 1. The school is part of Galileo Multi Academy Trust, and leadership has changed significantly since the last inspection. Leaders have acted quickly to improve behaviour and the curriculum, and staff morale is high. However, the inspection found that achievement, curriculum and teaching, inclusion, leadership and governance, and personal development and wellbeing all need attention. Assessment is not used precisely enough, so some pupils repeat work or receive writing tasks that are too difficult. Monitoring of interventions and SEN support plans is not sharp enough, and published Key Stage 2 outcomes in some subjects, including for disadvantaged pupils, are not as high as they should be. Pupils' understanding of wider faiths and cultures is underdeveloped, and some parents report variable communication. Governance is typically well informed and statutory duties are met, and additional funding is used effectively. The next steps focus on sharper assessment, better monitoring of impact, broadening pupils' cultural and religious understanding, improving published outcomes, and strengthening parental engagement.

Strengths

• Safeguarding standards are met and pupils feel safe.
• Attendance is high and persistent absence is low.
• Leaders monitor attendance closely and remove barriers with families and external partners.
• Pupils' behaviour is calm, orderly and respectful.
• The outdoor play and learning programme promotes positive relationships and reduces conflict.
• Early years classrooms are well-resourced and engaging.
• The early years curriculum is carefully planned and prioritises language, early reading, writing and mathematics.
• Phonics is taught well, giving children a good start.
• Staff know children as individuals and build warm, trusting relationships.
• Inclusion is a strength: staff are committed to ensuring all pupils access the full curriculum.
• Pupils with complex needs receive very effective specialised support.
• Additional funding, including pupil premium, is used effectively to target disadvantaged pupils.
• Governance is typically well informed and meets statutory obligations.
• Staff benefit from professional development and trust-wide expertise; morale is high.
• Pupils enjoy focus weeks, counselling support and inclusive clubs and trips.

Areas for Improvement

• Assessment is not used precisely enough to plan next steps or address misconceptions.
• Some pupils complete work they can already do, while others are given writing tasks that are too difficult.
• Checks on pupils' understanding are not used sharply enough to inform future learning.
• Younger pupils sometimes face complex writing tasks before securing punctuation and grammar skills.
• The impact of interventions is not monitored closely enough, so some pupils do not make needed progress, including in handwriting.
• Some SEN support plan targets are not focused precisely enough on pupils' next steps.
• Published end of Key Stage 2 outcomes in some subjects are not as high as they should be.
• Disadvantaged pupils' published outcomes show gaps in combined reading, writing and mathematics and in mathematics.
• Pupils' knowledge of wider faiths and religions is underdeveloped, limiting their cultural understanding.
• Parental communication is variable, affecting some parents' engagement.
• Leaders have not monitored some changes with enough precision, such as the impact of the revised PSHE curriculum.

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 Galley Hill Primary School attended 96.2% of sessions (the national figure for primary schools was 94.8%). 7.0% 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, 0.4% of pupils at Galley Hill Primary School were suspended at least once (nationally 1.1%). No pupils were 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 Galley Hill Primary School had 22.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 10.2% 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, 14.0% of pupils at Galley Hill 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 2024–25 Galley Hill Primary School received £6,161 and spent £5,809 for each of its 276 pupils. It ended the year with reserves of £300,000 (£1,089 per pupil).

Across all 10 schools of Galileo Multi Academy Trust, income was £7,002 and spending £6,844 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Guisborough · Redcar and Cleveland local authority: places and applications

Galley Hill Primary School is part of Galileo Multi Academy Trust, which runs 10 schools. The nearest others:

• New Marske Primary School Redcar
• Green Gates Primary School Redcar
• Westgarth Primary School Redcar
• Wheatlands Primary School Redcar
• Lakes Primary School Redcar
• Ings Farm Primary School Redcar
• John Emmerson Batty Primary School Redcar
• St Peter's Church of England Primary School Saltburn-By-The-Sea
• Coatham Church of England Primary School Redcar

What is Galley Hill Primary School's Ofsted rating?

The latest Ofsted rating for Galley Hill Primary School is Needs attention, from an inspection in July 2026.

When was Galley Hill Primary School last inspected by Ofsted?

Galley Hill Primary School was last inspected in July 2026.

How many pupils does Galley Hill Primary School have?

Galley Hill Primary School has 265 pupils on roll.

What age range does Galley Hill Primary School cover?

Galley Hill Primary School for pupils aged 3 to 11.

What are Galley Hill Primary School's SATs (KS2) results?

In 2025, 54% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Galley Hill Primary School?

Galley Hill Primary School is at Campion Drive, Hutton Meadows, Guisborough, North Yorkshire, TS14 8DW.