|Name||Halling Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 June 2015|
|Address||Howlsmere Close, Halling, Rochester, Kent, ME2 1ER|
|Religious Character||Does Not Apply|
|Number of Pupils||271 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.6|
|Academy Sponsor||Cliffe Woods Academy Trust|
|Percentage Free School Meals||8.1%|
|Percentage English is Not First Language||2.6%|
Information about this school
The school is broadly similar in size to the average-sized primary school, although it is expanding. Children attend full time in the Reception classes. Most pupils are of White British heritage and speak English as their first language. The proportion of disabled pupils and those who have special educational needs is below average. The proportion of disadvantaged pupils supported by the pupil premium is well below average. As there are typically less than five pupils in each year group, their attainment is not reported to avoid identifying individuals. These extra funds provided by the government support pupils who are known to be eligible for free school meals or who are looked after. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. There have been several changes in staffing, including at subject leader levels, since the previous inspection.
Summary of key findings for parents and pupils
This is a good school. Determined and effective leadership by the headteacher ensure standards and achievement have risen since the previous inspection. The deputy headteacher, governors and a developing group of middle leaders ably support her. Leaders check the quality of teaching and measure pupils’ progress accurately and frequently. Subject leaders are involved in this process and teachers are well supported through effective training. Teaching is good, and improving. Teachers and support assistants use very effective questioning to deepen pupils’ understanding during lessons. Pupils, including the very few who are disadvantaged, make good progress in reading, writing and mathematics. Standards at the end of Year 2 and Year 6 are above average. The stimulating range of subjects contributes strongly to pupils’ enjoyment of school. The wide variety of learning opportunities promotes pupils’ spiritual, moral, social and cultural development well. Pupils are well prepared for the next stage in their education. Improved provision for disabled pupils and those who have special educational needs means they now make good progress and achieve well. Governors hold the school to account effectively. They work closely with the headteacher to ensure teaching is improving and standards are rising. They are not afraid to make difficult decisions. Outstanding opportunities for learning in the Reception classes ensure children get off to an excellent start. Teaching is of high quality and the environment is exciting and very well resourced. Children move into Year 1 as confident, independent learners. Outstanding attitudes to learning and unfailingly polite and respectful behaviour towards each other and adults contribute strongly to the improved achievement. The school’s arrangements for ensuring pupils well- being and keeping them safe are outstanding. Pupils feel very safe in school and parents echo this view. It is not yet an outstanding school because : Some teachers do not check the progress of pupils quickly enough during lessons to ensure they are not waiting to move on. As a result, progress sometimes slows. Opportunities for pupils to practise their skills in mathematics across a range of subjects are not as well developed as those for reading and writing. The role of middle leaders in improving the quality of teaching is still being developed.