All Faiths Children’s Academy.

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All Faiths Children’s Academy.


Name All Faiths Children’s Academy.
Website http://www.allfaithschildrensacademy.org.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 07 November 2017
Address Gun Lane, Strood, Rochester, Kent, ME2 4UF
Phone Number 01634717115
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 245 (50% boys 50% girls)
Number of Pupils per Teacher 16.3
Academy Sponsor The Thinking Schools Academy Trust
Percentage Free School Meals 21.8%
Percentage English is Not First Language 24.5%

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school converted to an academy in June 2012. It is part of the Thinking Schools Academy Trust. Local governance is delivered through the academy advisory board and regional governance via the Medway primary regional governing body. The school contains a specialist deaf provision for 18 pupils from Nursery to Year 6. Pupils are divided into two classes, but work within mainstream classes for 40% of the school week. Pupils are fully integrated into the wider life of the school. The school also hosts a nurture provision for pupils from other schools in the area who have social and emotional needs and need extra help. The school meets the current government floor standards. There have been considerable staff changes since the last inspection. Following the retirement of the headteacher, a replacement joined the school before taking maternity leave. The current headteacher took on the acting headteacher role in September 2016 and was appointed permanently from September 2017.

Summary of key findings for parents and pupils

This is a school that requires improvement Teaching is not consistently good. Leaders are aware of this and are making the necessary changes to improve provision. Some teachers do not use assessment well enough to promote good learning in lessons. Teaching is not challenging enough for pupils; this is particularly the case in mathematics and for the most able pupils. Opportunities to develop writing and mathematical skills across the curriculum are not fully developed. Rates of progress across the school are inconsistent. Not enough pupils are reaching the standards expected for their age in reading, writing and mathematics. Disadvantaged pupils do not achieve as well as their classmates. Recent changes have improved their progress but have not yet been successful in closing gaps between their achievement and that of their peers across the school. The school has the following strengths The recent appointment of the acting headteacher to the permanent role has provided stability to the leadership. The headteacher has the support of leaders, staff and parents. He is passionately committed to driving the school forward. Governors have an accurate understanding of the strengths and weaknesses of the school. They have taken swift and decisive action to secure the support the school needs. The revised curriculum engages and excites pupils. They enjoy their learning. Pupils who have education, health and care plans are supported well. The provision for deaf pupils ensures that pupils are fully involved in the life of the school and make good progress. Pupils are well-cared-for. There is a culture of safeguarding that permeates every level of school life. Safeguarding procedures are exemplary. Children get off to a good start in the early years and make good progress from their starting points. The teaching of phonics is effective.




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