|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||06 November 2012|
|Address||School Lane, Iwade, Sittingbourne, Kent, ME9 8RS|
|Religious Character||Does not apply|
|Number of Pupils||567 (51% boys 49% girls)|
|Number of Pupils per Teacher||20.9|
|Academy Sponsor||Timu Academy Trust|
|Percentage Free School Meals||8.3%|
|Percentage English is Not First Language||1.8%|
|Pupils with SEN Support||7.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is a larger-than-average-sized primary school. The number on roll has risen since the last inspection. The very large majority of pupils are White British. The proportion of pupils who speak English as an additional language is below average. A below average proportion of pupils is known to be eligible for the pupil premium which provides additional funding for children in local authority care and pupils known to be eligible for free school meals. The proportion of disabled pupils and those with special educational needs at school action is above average. The proportion at school action plus or with a statement of special educational needs is also above the national average. These pupils’ needs mainly relate to speech, language, literacy and numeracy difficulties, and also to behavioural, emotional and social difficulties. The number of pupils who join the school other than at the normal times is above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school is federated with Bobbing Village Primary School. Both schools are led by an executive headteacher and share the same governing body. In addition, the schools share middle leaders, including those for English, mathematics and the Early Years Foundation Stage. The head of school manages Iwade Primary School on a day-to-day basis. The school provides daily breakfast and after-school clubs for pupils. The school does not use any alternative or off-site provision.
Summary of key findings for parents and pupils
This is a good school. Pupils’ achievement has improved rapidly since the school was last inspected. Standards are rising. They are now above average in all years in reading, writing and mathematics. The executive headteacher’s leadership is excellent. Her drive and ambition, combined with the good leadership of other senior and middle leaders and managers, and the governing body, have generated many improvements. Systems for checking the school’s work are well established and lead to accurate self-evaluation and the right priorities being set for further improvement. Teaching is typically good and some is outstanding. Teachers systematically build pupils’ use of their literacy and numeracy skills into stimulating lessons. This encourages pupils to enjoy their lessons because they have a sense of positive achievement. Pupils at risk of not doing well make good progress because : effective care and support help them to learn. Pupils are keen to learn and behave well. They feel very safe in school. They respect adults and each other. They take pride in their work and in keeping the school tidy. Strong links across the federation provide many opportunities for pupils and staff. These make for rich subject experiences and contribute well to rising standards. It is not yet an outstanding school because : Teachers do not help all pupils at Key Stage 2 to use phonics consistently (the links between letters and sounds) to spell words. This sometimes spoils their writing. Guided reading sessions occasionally focus too much on writing rather than on reading. In a few classes, lower attaining pupils do not always make fast progress. Occasionally, the work they are given is a little hard or teaching assistants do too much for them. Not all lower attaining pupils read to an adult every day. This also prevents them from making rapid progress.