Edenbridge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils come to Edenbridge Primary School full of enthusiasm.

They are excited to learn and to tackle the challenges of the school's ambitious curriculum. Pupils do well in a wide range of subjects. They are eager to talk about what they have learned.

The school is a happy, welcoming place. Pupils are kind and friendly and they get along well. When they fall out with one another, which happens from time to time, teachers help them to sort this out quickly.

Bullying is very rare. It is always taken seriously and dealt with effectively. Pupils are well looked after by staff and they feel safe.

The 'Pioneer Passport' outlines the additional experiences t...hat pupils will take part in during their time at the school. Visits to a farm, theatre, castle and museum, alongside the opportunity to display their artwork in a gallery, all enhance pupils' broader development. Leaders make sure that all pupils benefit from this offer.

Pupils play an active role in the school and the local community. Pupils feel that their contribution and their individuality are valued. They are proud of who they are, and of their school community.

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

School and trust leaders have a clear, ambitious vision for the school. This is shared by all staff. The curriculum and the wider opportunities on offer reflect their high expectations for all pupils, including those with special educational needs and/or disabilities (SEND).

Subject leaders have strong subject expertise. They are passionate about the subjects they lead. School and trust leaders have supported them to plan the curriculum.

The content in each subject is logically sequenced, starting in the early years. In most subjects, the changes they have made are now embedded. In these subjects, children and pupils learn well.

Teachers explain important concepts clearly. They question pupils well to deepen their understanding. Teachers plan activities for pupils to practise what they have learned and to revisit content in different ways.

Pupils build on their prior learning well. They remember the most important knowledge.

In a small number of subjects, leaders have not yet finalised the necessary changes to the curriculum.

This means that pupils sometimes find it difficult to make links with what they have already learned. Leaders are well on the way to ensuring that all subjects are of the same high standard.

The phonics programme is well established.

There is a consistent approach to teaching children how to read, and teachers do this skilfully. Children get off to a strong start when learning phonics. Teachers in the early years plan enticing activities, both indoors and outside, for children to practise the sounds they have been taught.

Children remember the sounds well. Pupils are confident to apply their phonics knowledge to read unknown words. Over time, their accuracy and fluency improve when reading.

Pupils also develop a genuine love of books and reading. By the time they reach Year 6, pupils are confident, fluent readers.

Staff know individual pupils really well.

Teachers routinely check what pupils have remembered of the curriculum. They work with leaders and other professionals to identify any barriers to learning, or additional needs, that pupils may have. Staff put in place the right additional strategies for pupils so they can keep up with their learning.

The school's nurture provision is used well to provide pupils with SEND the support they need to access the curriculum successfully.

Pupils learn about people from different backgrounds, faiths and cultures. Pupils are respectful of people's differences.

This is a school where diversity and difference are welcomed and celebrated. Pupils particularly enjoy discussing and debating 'big questions'. Pupils are respectful of other people's opinions and listen politely.

During lessons, pupils work diligently. They are highly engaged in their learning and find it interesting. Sometimes their excitement for learning can become a little noisy.

Staff manage this effectively so that it does not escalate and interrupt learning. Any incidents of poor behaviour are managed well by staff. When necessary, leaders put in place additional strategies to help pupils manage their own behaviour.

Leaders also take action to improve pupils' attendance, when it becomes a concern.

Leaders have systems in place to record information about behaviour and attendance. However, they are not currently using these systems as effectively as they could.

This means leaders are not making the most of the information to analyse whether the strategies they are using are having the desired impact.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding throughout the school.

All staff make pupils' well-being and welfare their top priorities. Staff are vigilant in reporting any concerns to leaders. Leaders are rigorous in their response.

They work as a team, coordinating their efforts and pooling their expertise. Leaders ensure pupils and their families get the help they need. Leaders consult with outside professionals when they need specialist advice and support.

In assemblies, and personal, social and health education lessons, pupils learn about the potential risks they face. Pupils know how to keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders are not yet using their systems for recording behaviour and attendance as effectively as they could be.

This means that they are not always clear whether the actions they are taking are having the desired impact. Leaders need to use their systems to more forensically analyse any trends and patterns that may be emerging and to evaluate the impact of their work. This will help them to bring about further improvements.

• In a small number of subjects, leaders have not yet embedded the changes they have made to improve the curriculum. This means that pupils sometimes find it difficult to make links with what they have already learned. Leaders need to finalise the changes they have made to the curriculum in these subjects and ensure they become embedded quickly.