Herne Church of England Infant and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this school. They are extremely happy to arrive in the morning. At the beginning of each day, pupils tell their teachers how they are feeling.

Pupils who need extra support with their well-being visit 'The Nest', where they can arrange to see the 'well-being Womble' who helps them with building their confidence and self-esteem. Staff make sure that every child is very well cared for.

Teachers inspire pupils to reach high expectations.

Staff know their pupils extremely well. These strong relationships mean that the school is often described as 'like a family' by parents, pupils and staff.

Pupils' behaviour in lessons, at lunch and pla...ytime is exemplary.

They play with each other harmoniously and develop a strong sense of self control. Children in early years learn the school's routines and teachers' expectations very quickly. Together with their teachers, pupils decide what their own class rules should be.

Everyone feels included. Staff, parents and pupils say that there is no bullying in the school and that any unkindness is dealt with quickly.

The school's Christian ethos threads through the school day.

Pupils are taught about the school's values and the importance of caring for one another. Pupils feel safe in school.

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

Leaders and governors provide an excellent education.

The executive headteacher and head of school lead with a passion for making pupils' experiences as positive and fruitful as they can be. Staff promote the school's values of forgiveness, trust, love, respect and honesty with dedication. Leaders ensure that these values underpin all the decisions that they make.

Leaders have designed a very ambitious curriculum. They have thought incredibly carefully about what pupils should learn in every subject and when they should learn it. Pupils achieve very high standards, particularly in mathematics and reading, by the time they leave Year 2.

Teachers explain knowledge to pupils really effectively. In early years, teachers enthuse and excite children about their learning, so children get off to a flying start. In the Nursery Year, children settle very quickly.

Staff provide pupils with high-quality care and challenging activities within a highly stimulating environment. In all year groups, teachers deepen pupils' understanding and enrich their vocabulary.

Knowledgeable teaching assistants support pupils very effectively.

Pupils are curious and determined learners. They readily embrace teachers' skilfully thought-through activities. Teachers keep a close eye on how well pupils learn.

Staff address any barriers pupils experience in their learning extremely well.

Early reading is a priority. Children regularly hear stories, songs and rhymes in early years.

They begin to learn phonics as soon as they start in Reception Year. Expert teachers teach phonics in a well-structured and systematic way. Pupils thoroughly enjoy learning to read.

Staff support weaker readers so that they catch-up quickly. Older children choose the stories the whole class will read by voting for the one that grabs their interest the most. This is an example of pupils' developing understanding of what democracy means.

Pupils with special educational needs and/or disabilities (SEND) achieve exceptionally well. Staff identify pupils' needs quickly and help pupils who find it difficult to concentrate with purpose-built timetables and sensitive care. Some pupils benefit from using the school's sensory room where their anxieties reduce.

This is often used as a stepping-stone to introduce pupils with SEND to learning with others.

Taking on positions of responsibility is part of daily school life for pupils. They become 'play leaders' so that they can help other pupils at playtime.

One Year 1 pupil explained: 'We look out for children who are lonely, because that's not right.' Others join the 'eco club' where they make decisions about how their school community can improve the environment.

Pupils flourish due to the rich opportunities leaders make available to them.

For example, pupils explained that the recent 'go green week' helped them to understand the effects of plastic on the environment. Pupils also learn important life skills as part of their curriculum. With their teachers, pupils use public transport to travel to the local swimming pool to learn how to swim.

Teachers plan regular classroom conversations about spirituality. This encourages pupils to express their personal opinions and discuss their beliefs.

Staff are emphatic about how much they enjoy working in the school.

They feel very well supported by leaders and appreciative of leaders' attention to their well-being and training. Leaders frequently ask parents for their opinions. Parents are overwhelmingly supportive of the school and feel well informed about their children's learning.

Leaders use their expertise to contribute to education within the diocese of Canterbury and beyond.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide staff with high-quality training in safeguarding.

Staff understand their safeguarding responsibilities. They are vigilant in spotting signs that pupils may be at risk of harm. Staff know how to report concerns they may have about pupils and are knowledgeable about the latest government guidance on safeguarding.

Leaders make sure that the correct checks are made when staff are employed by the school. Governors check that this is happening. Leaders work very well with external agencies and ensure that vulnerable pupils and their families receive specialist support quickly if they need it.

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