|Name||Eastling Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 September 2016|
|Address||Kettle Hill Road, Eastling, Faversham, Kent, ME13 0BA|
|Religious Character||Does not apply|
|Number of Pupils||88 (53% boys 47% girls)|
|Number of Pupils per Teacher||15.1|
|Percentage Free School Meals||12.6%|
|Percentage English is Not First Language||1.1%|
|Pupils with SEN Support||6.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is a much smaller than average primary school with a greater than average number of boys in the school. The vast majority of pupils are of White British heritage. The proportion of pupils eligible for the pupil premium (additional funding for those pupils known to be eligible for free school meals and for children looked after) is just below the national average. The proportion of pupils who have special educational needs and/or disabilities is well above that found nationally, especially for those pupils who have a statement of special educational needs or an education, health and care plan. The school meets the current government’s floor standards, which are the minimum expectations for attainment and progress. The school meets the government’s guidelines for publishing information and policies on the school’s website.
Summary of key findings for parents and pupils
This is a good school Leaders have taken rapid action to improve teaching, especially in mathematics and writing, so that more pupils make strong progress from their starting points. The majority of current pupils achieve well and reach the standards expected of them. In 2016, the proportion of pupils meeting the expected standards was well above the national average. However, a few of the most able pupils are not yet achieving the highest standards in their subjects, especially in mathematics and reading. Pupils with an education, health and care plan are very well supported by specialist teaching so that they make good progress, especially in reading and writing. A few pupils who need additional support are not yet reaching the same standards as others with similar starting points. The school works effectively with other schools in the local area to ensure that pupils receive a wide range of educational experiences and to support staff to improve their practice. Disadvantaged pupils are increasingly doing well because there is bespoke support for these pupils that meets their individual needs. Governors are very committed and ambitious for the pupils in the school. They scrutinise the work of leaders effectively and check that funding is used efficiently. However, leaders are not reviewing the impact of new approaches sharply enough, so they may miss what works best. Pupils are polite and respectful. They are caring and concerned about others. Pupils, teachers and parents work well together so that the school plays a central role in the community. Pupils receive a good start to their education in the early years, make good progress in school and are well prepared for secondary school on leaving. Those pupils who fall behind in reading receive good support so that the majority catch up quickly. However, a few pupils do not attend school often enough and overall the school’s attendance is slightly below that of other schools.