Ebbsfleet Green Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and well cared for in this school at the heart of the Ebbsfleet Green community. They learn the school's values of growth, respect, enjoyment, aspiration and togetherness. Leaders encourage pupils to live out the values in day-to-day school life by focusing well on their lessons and contributing to the school community.

Older pupils inspire younger ones to read by partnering with them as reading buddies. At lunchtime, they take their roles as family dining champions seriously, serving out the food on their family group tables with care.

Pupils are proud to share their learning when parents and carers come into school for the 'big outcome' class celebr...ations.

In these events, pupils become the teachers, leading curriculum activities for the adults to experience. These occasions provide opportunities for pupils to build their self-confidence by working in teams and speaking publicly.

Leaders have high expectations for behaviour and well-established routines are applied consistently.

As a result, pupils approach their learning positively and concentrate well in lessons. They are calm when walking around school, holding doors open for visitors considerately. Bullying hardly ever happens in this school.

If pupils do experience unkindness, they speak to their teachers who help them resolve issues quickly, so it does not happen again.

What does the school do well and what does it need to do better?

Leaders have high aspirations for all pupils to attain well. They achieve this through the logically sequenced curriculum from Nursery to Year 6, including the school's specially resourced provision for pupils with special educational needs and/or disabilities (SEND), The Woodlands.

The curriculum sets out exactly what pupils must learn and when. The knowledge and skills pupils must develop by the end of each topic, term and year group are captured precisely. Leaders identify pupils with SEND quickly.

Teachers adapt the curriculum, planning support before lessons so that these pupils learn the same content as their peers.

In most subjects, teachers have an in-depth understanding of the curriculum expectations. Subject leaders have supported them, so they have strong subject knowledge and plan activities enabling pupils to commit learning to long-term memory.

Teachers use assessment well to understand what pupils know. They use questioning in lessons effectively to identify pupils who need more practice or support. Leaders evaluate more formal assessments to identify gaps in pupils' knowledge and which areas of the curriculum need to be retaught.

In a few subjects, for example art and religious education, implementation of the curriculum is more variable. This is because subject leaders have not been in post long enough to develop teachers' knowledge of the curriculum.

Children have a secure start to their education in the early years.

They learn all areas of the curriculum through playing and exploring independently or in groups guided by an adult. Relationships between adults and children are warm and supportive. Classrooms are organised so children can access the equipment they need independently.

Right from the start of Nursery, children become confident in using language through stories, songs and rhymes. This prepares them for learning to read as soon as they enter Reception class.

Leaders have prioritised pupils learning to read.

Teachers in every year group are experts at teaching it. Pupils in the early stages of learning to read have daily phonics lessons. Teachers identify any who need extra practice and make sure they get it quickly.

Any pupils at risk of falling behind have carefully planned support to make sure they keep up. Teachers adapt the reading curriculum for pupils with SEND by breaking learning down into smaller steps and repeated revision. Pupils read books that closely match the sounds covered in lessons as they are learning to read.

Once fluent, they continue to read books designed to widen their vocabulary and extend their reading skills. Pupils develop a love of reading. Teachers read stories to their classes every day, and pupils enjoy regular visits to the school library.

Pupils have many opportunities to broaden their experience and develop interests. They visit local places of worship, historic sites and museums and particularly enjoy taking part in after-school clubs such as yoga, French and food technology. Pupils are taught the importance of including everyone through regular assemblies based on the school's values.

They learn about fundamental British values through holding debates and elections and learning about crime, punishment and monarchy in history. Pupils are taught strategies for managing their emotions, including ways to manage anxiety and stay calm.

Trustees work well with leaders, supporting them as they develop this expanding school.

Trustees have a good understanding of the school's strengths and challenges and hold leaders to account effectively.

Safeguarding

The arrangements for safeguarding are effective.

All staff are trained to recognise the warning signs that pupils or their families might need help.

Staff know the procedures for reporting concerns about pupils and adults and do not hesitate to follow them. Leaders track these carefully and follow up on reports quickly. They know their pupils well, especially those pupils particularly vulnerable, and tailor support for their needs.

Leaders challenge external agencies, so pupils get the right level of help.

Pupils are taught how to keep themselves healthy and safe. They learn about the value of exercise, healthy eating and how to stay safe on the internet by keeping personal information confidential.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leadership of the curriculum is less well developed in a few subjects. Teachers do not have a deep understanding of the content or how best to ensure pupils learn these subjects. Senior leaders should continue to develop new curriculum leaders' knowledge and skills so they in turn can support teachers' practice.

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