|Name||Bligh Primary School (Juniors)|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 February 2013|
|Address||Bligh Way, Strood, Rochester, Kent, ME2 2XJ|
|Religious Character||Does Not Apply|
|Number of Pupils||236 (51% boys 49% girls)|
|Academy Sponsor||Barnsole Primary Trust|
|Percentage Free School Meals||18.6%|
|Percentage English is Not First Language||13.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This is a broadly average-sized junior school. The proportion of pupils known to be eligible for the pupil premium (additional money for pupils known to be eligible for free school meals, looked-after children, and pupils with a parent in the armed services) is above average. The proportion of pupils with special educational needs supported through school action is well above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. The majority of pupils are White British. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school was federated with a neighbouring infant school, children’s centre and day care nursery in April 2012. The federation is led by an executive headteacher. The school makes use of a local pupil referral unit as alternative provision off site. About three quarters of the teaching staff has changed since the last inspection.
Summary of key findings for parents and pupils
This is a good school Pupils make good progress. Standards in reading and mathematics are above the national average and well above average in writing by the end of Year 6. Teaching is typically good. Teachers use a range of approaches in lessons to help pupils of different ability levels to achieve well. Pupils behave well in most lessons and around the school. They are keen to learn. Leadership and management of the school are strong. The governing body and other leaders and managers have a very accurate understanding of the school’s current performance and a clear understanding of what is needed to improve further. The school has rigorously addressed areas for improvement since the last inspection, and systematic checks are driving improvement in pupils’ achievement. It is not yet an outstanding school because : There is not enough outstanding teaching in the school. At times, teachers spend too much time talking and do not involve all pupils or check their understanding closely enough. Occasionally pupils are given too much support in lessons, which limits the chance to work on their own to show what they can do. Marking in mathematics does not always make it clear to pupils what they need to do next to make good progress in their learning. Subject leaders do not yet do enough to observe the quality of teaching to further drive improvement forward at a rapid pace.