Kents Hill Junior School

Name Kents Hill Junior School
Ofsted Inspection Rating Good
Inspection Date 10 July 2013
Address Kents Hill Road, Benfleet, Essex, SS7 5PS
Phone Number 01268792133
Type Academy
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 363 (49% boys 51% girls)
Number of Pupils per Teacher 20.8
Academy Sponsor The Epsilon Star Trust
Local Authority Essex
Percentage Free School Meals 4.7%
Percentage English is Not First Language 2.8%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

This is a larger-than-average junior school. The school converted to academy status in November 2011. When Ofsted last inspected its predecessor school, of the same name, in October 2010, it was judged to be satisfactory. The very large majority of pupils are of White British heritage. The proportion of pupils from minority ethnic groups is well below average. Only a few pupils speak English as an additional language. The proportion of disabled pupils and those who have special educational needs who are supported at school action is slightly below average. The proportion supported at school action plus, or with a statement of special educational needs, is below average. The proportion of pupils supported by the pupil premium (additional government funding to assist certain groups, which in this school applies to pupils who are known to be eligible for free school meals and those in the care of the local authority) is well below average. The school meets the government’s current floor standards, which are the minimum standards expected nationally for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school Pupils make good progress in reading, writing and mathematics and achieve well, because : teaching is typically good and sometimes outstanding. Pupils eligible for extra funding through the pupil premium achieve well and reach similar standards in English and mathematics as their classmates. Teachers and other adults work particularly well together in ensuring that disabled pupils and those who have special educational needs make good progress. Pupils enjoy being at school and feel very safe and well looked after. They behave well and have good attitudes to learning. The strong leadership of the headteacher and the senior leaders’ constant drive for improvement have led to better teaching and faster progress. Pupils’ skills in reading, writing and mathematics have also improved. The governing body supports the school well and has a good awareness of its strengths and weaknesses. It is rigorous in holding the school to account for pupils’ progress. It is not yet an outstanding school because : The work that pupils are given, especially for the most able, is not always at the right level to help them achieve the best they can. Although diligent in marking pupils’ work, teachers do not always point out how pupils can improve it. Some pupils do not take enough notice of teachers’ comments or respond to their questions when their work has been marked. In the process of monitoring teaching, leaders do not always make steps for improvement clear enough, so they can be followed up in later observations.