St Augustine’s Catholic Primary School

About St Augustine’s Catholic Primary School Browse Features

St Augustine’s Catholic Primary School


Name St Augustine’s Catholic Primary School
Website http://www.st-augustines-hythe.kent.sch.uk
Ofsted Inspection Rating Good
Inspection Date 12 March 2015
Address St John’s Road, Hythe, Kent, CT21 4BE
Phone Number 01303266578
Type Primary
Age Range 5-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 195 (51% boys 49% girls)
Number of Pupils per Teacher 18.9
Local Authority Kent
Percentage Free School Meals 5.9%
Percentage English is Not First Language 7.2%
Persisitent Absence 4.5%
Pupils with SEN Support 11.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

St Augustine’s is smaller than the average-sized primary school. The number of pupils on roll has increased since the previous inspection. Most pupils are of White British heritage. The proportion of disabled pupils and those who have special educational needs is below average. The proportion of pupils who are supported by the pupil premium is below average. The pupil premium is additional government funding for those pupils known to be eligible for free school meals and for children who are looked after. In 2014, there were too few disadvantaged pupils in Year 6 to report explicitly on their attainment compared with other pupils. Provision is made for the early years in a Reception class, which the children attend on a full-time basis. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school provides a daily breakfast club. Since its last inspection, the school has appointed a new headteacher who started at the school in September 2013.

Summary of key findings for parents and pupils

This is a good school. This is a friendly and welcoming school of which pupils, parents and carers, staff and governors are very proud. All groups of pupils make similarly good progress from their different starting points and achieve well in reading, writing and mathematics. Teaching is good and improving. Teachers engage pupils well in their lessons. There are very positive and trusting relationships between teachers and pupils. Pupils work hard and want to do well. The early years provision is good. Good teaching and well-planned activities that capture children’s imagination and interest well ensure children make good progress and develop the skills and knowledge they need to be confident learners. Pupils behave well. They are caring and considerate towards others and are friendly, polite and well mannered. They enjoy school and this is reflected in their above average attendance. Pupils are happy. They feel safe in school and know there is always someone to turn to if they have a problem. They are well looked after and cared for. Pupils’ spiritual, moral cultural and social development is promoted well. Pupils know and understand the school’s values and help to promote them through their good attitudes and conduct. The school is led and managed well. Leaders have accurately identified the school’s strengths and what the school needs to do to improve further. Governors challenge the school well and hold leaders to account for their work. They have made sure they have the skills and information to do this effectively. It is not yet an outstanding school because: Teaching is not yet typically outstanding and so not enough pupils make the faster progress of which they are capable to reach higher standards. The roles and responsibilities of middle leaders are not clear enough and so they do not yet have enough impact on school improvement. The agreed school marking policy is not fully consistent in every class. Marking in mathematics does not promote pupils’ learning and improvement as well as it does in literacy.