|Ofsted Inspection Rating||Good|
|Inspection Date||06 February 2018|
|Address||Weedswood Road, Walderslade, Chatham, Kent, ME5 0QS|
|Religious Character||Does Not Apply|
|Number of Pupils||421|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||26.2%|
|Percentage English is Not First Language||5%|
|Pupils with SEN Support||15.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. A much higher proportion of pupils are eligible for the pupil premium than seen nationally. A greater proportion of pupils than seen nationally have SEN support, although until recently no pupils had an education, health and care plan. Most pupils are White British. The school has two classes in each year group, and a Nursery, which has morning sessions for older children and afternoon sessions for younger ones. Year 6 is grouped into three classes. The headteacher joined the school in April 2015. The chair of governors joined in November 2016. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school The headteacher and his senior team have established clear systems across the school. These are understood by staff and pupils and have provided the consistency of expectation which has driven successful school improvement. Governors are now highly effective partners in this improvement process. They ask the right questions to provide support and challenge to leaders. Phase and subject leaders have secured improvements across their teaching teams and subject areas. Regular monitoring and review ensure that their actions have been effective. The reviewed curriculum provides meaningful opportunities for pupils to develop historical, technical and scientific skills. Leaders acknowledge that some other areas of the curriculum are not as well developed. Most teachers plan lessons which engage pupils and are well matched to their needs. In the few remaining classes where teaching is not as effective, this is because expectations, particularly of the most able pupils, are not consistently high enough. In 2017, the percentages of pupils attaining both expected and higher levels at the end of key stage 2 national assessments in reading, writing and mathematics were above those seen nationally. This represented strong progress from their starting points. Disadvantaged pupils across the school make good progress from their starting points. Similarly, pupils who have special educational needs (SEN) and/or disabilities are making better progress than in the past. However, they do not make the same good progress as their peers. Most pupils behave well. They are kind and caring. They support each other well in both their play and their learning. On the few occasions when pupils display challenging behaviour, they are supported effectively by a wide range of highly skilled staff. Children get off to a good start in the early years. The stimulating learning environments support their play and exploration well. Children make good progress from their starting points in reading, writing and number. In this way, they are prepared well for Year 1.