Headcorn Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of this welcoming and friendly school, where they know teachers want them to be the best they can be. The school's values are known by pupils who strive to live up to them.

The school sets ambitious goals for pupils, including those with special educational needs and/or disabilities (SEND). Pupils work hard in lessons and achieve well.

Pupils know they can talk to a trusted adult or post any concerns in the school's worry boxes to get help.

The lunchtime 'calm corner' club offers a quiet space where help is at hand from experts in well-being support. Pupils build respectful and trusting relationships with adults and each other. The...y rightly feel safe and happy.

The school sets high standards for behaviour, and pupils typically live up to these standards. Pupils' behaviour in lessons and around the school is respectful and calm. At social times, pupils play harmoniously together.

When pupils struggle with behaviour, their needs are understood well, and the school uses effective approaches to support them.

The school offers many opportunities for pupils to develop their confidence. Older reading ambassadors encourage younger pupils by reading stories to them and sharing their favourite books.

Eco warriors recycle paper and batteries and protect the environment by litter picking.

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

The school's improvement journey has gained momentum since its previous inspection. Staff have worked successfully to provide pupils with the best possible education.

Governors work closely with the school on the shared aspirational vision. They understand the school's strengths and challenges. Governors have appropriate systems in place to make sure the school's policies are followed and the school's work is having the desired impact.

The school is considerate of staff well-being and workload. Staff's professional development is focused on areas which have the most impact on pupils' achievement.

In recent times, more ambitious schemes of work have been introduced in some of the wider curriculum subjects.

All areas of the school's curriculum from Reception to Year 6 are coherently set out so that pupils' learning builds securely. Some curriculum thinking has been further refined so that teachers know precisely what to teach and revisit, so that pupils deepen their understanding and remember long term what they have learned.

Teachers have secure subject knowledge and understand pupils' needs.

Many children start Reception with limited vocabulary and lack confidence to speak in discussions. Practising talk is a focus in Reception, and adults act as role models through conversations with children as well as involving them in songs and rhyme. The school is quick to identify any additional needs that pupils may have.

Typically, these pupils are supported effectively, and they achieve well.

Teachers help pupils to remember the curriculum by recapping previous learning regularly. They use resources well, to help pupils understand new ideas.

Teachers routinely check that pupils understand what they are learning. Most lesson activities are designed to help pupils build their knowledge. In some, less well-established, subjects, activities do not match closely to the intended curriculum.

Some pupils do not achieve as well as they might in these areas.

Reading is taught well. The school places importance on pupils being confident and fluent readers.

In Reception, children listen to many stories, songs and rhymes closely linked to the curriculum. They quickly learn the consistent routines of phonics lessons and have opportunities to practise saying and writing letter sounds with adults through play. Teachers check pupils' learning and quickly spot any pupils falling behind.

Expert teachers support struggling readers to close gaps in their phonics knowledge. Pupils learn to read well.

The school prioritises pupils' attendance, and it is steadily increasing as a result.

Pupils and their families are known well, and staff work closely with them to reduce any barriers to attendance. Persistently absent pupils are kept high on the agenda through regular contact. The school persists with determination to get pupils back into school regularly, working effectively with external agencies.

Governors keep a close eye on attendance levels, ensuring the school does all it possibly can.

Pupils benefit from a range of trips and visitors. Children in Reception meet the local dentist and police as they learn about people who help them.

Older pupils visit local places of historical interest and go to London museums on the train. These experiences help pupils deepen their understanding of the curriculum and the wider world. Pupils have a strong knowledge of how fundamental British values have influenced law and politics.

They learn about significant people from different backgrounds, cultures and faiths. Pupils are taught how to recognise healthy and unhealthy relationships. They know there are many kinds of families.

Pupils understand the importance of valuing people's differences and treating everyone equally. This understanding also helps create the thoughtful and respectful behaviour seen across the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, activities pupils undertake in lessons are not closely matched to what adults want them to learn. Consequently, pupils do not learn some curriculum content as well as they should. As the curriculum develops further, the school should ensure that appropriate activities are used to teach the intended knowledge so that pupils learn equally well across all curriculum areas.

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