|Name||Elaine Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||15 June 2016|
|Address||Elaine Avenue, Rochester, ME2 2YN|
|Number of Pupils||350 (52% boys 48% girls)|
|Number of Pupils per Teacher||17.9|
|Academy Sponsor||Inspire Partnership Academy Trust|
|Percentage Free School Meals||30.9%|
|Percentage English is Not First Language||10.6%|
Information about this school
This is an above average-sized primary academy sponsored by the Williamson Trust. The academy has had additional support and guidance from an NLE during the current academic year. About half of the pupils are eligible for free school meals. This is well above the national average. Most pupils are of White British heritage. The proportion of pupils needing extra support is above average. The proportion with an education, health and care plan or statement is well above average. The Chalklands Opportunity Centre provision is attached to the school. This is a specially resourced provision for 18 pupils with behavioural, social and emotional needs. This provides an education for primary-aged pupils from across the Medway area. The school has Nursery provision. The school did not meet the government’s floor targets in 2015, which set the minimum expectation for pupils’ attainment and progress. The school has had a substantive an executive headteacher since September 2014 who has recently been joined by a school improvement adviser. Together they are bringing stability to the school following an extended period of change to staffing, leadership and governance. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement Positive changes introduced by the executive headteacher are beginning to have an impact, but teaching is not yet consistent between year groups. Leaders are beginning to use information about the progress of pupils to identify gaps in their learning but some teachers are still developing their proficiency. As a result, teaching does not always meet the needs of pupils. Pupils have gaps in their knowledge of basic skills in mathematics and English, and this leads to slower progress. Some teaching does not provide enough challenge for pupils. Consequently, the most able pupils do not always work at the level they are capable of. Pupils do not always take responsibility for their own learning and when this happens they do not move on quickly to the next activity. They do not always know how to improve their work. Some pupils do not attend school regularly enough and this affects their learning. Parents do not always feel well informed about their children’s learning and cannot always support it at home. The school has the following strengths The executive headteacher has brought stability to the school through her influential leadership and positive recruitment of teachers and leaders. The governors and trust board work effectively with the executive headteacher to provide sustained challenge. This has led to improved learning and an increase in the progress of pupils. The trust has built a sustainable and flexible team which can support a drive for excellence. Through this, teachers and leaders are developing their skills. Middle leaders are beginning to share the good teaching practice seen in some year groups more widely across the school. As a result, improvements in teaching are evident. Early years teaching is well led and provides children with a safe, nurturing and stimulating environment.