Hever Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this friendly school. They especially love the spacious outdoor areas where they can play games, plant vegetables, climb on equipment or sit and draw with their friends in the woodland area.

There are warm professional relationships between pupils and staff. Adults know pupils well and have high expectations of their behaviour. Pupils work quietly in lessons and move around the school very sensibly.

Any minor disruption is quickly acted on by adults, as is any bullying. This helps pupils to feel safe in school.

Pupils are courteous and polite to each other and welcoming to visitors.

Pupils benefit from a wide range of extra-cur...ricular activities such as coding club and science club. Sports, including judo and hockey, are very popular. In particular, pupils enjoy singing as part of their daily assemblies.

Teachers want the best for pupils and help them to succeed, especially in English and mathematics. However, pupils' knowledge in some other subjects is underdeveloped. This is because leaders have not considered well enough what pupils should know and remember in some subjects.

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

Leaders recognise that the curriculum has not been effective enough in the past. Since the last inspection, they have focused primarily on improving pupils' learning in reading and mathematics.

Staff prioritise the teaching of reading.

Pupils learn phonics using a well-organised programme. Most pupils learn to read accurately and fluently so that they are ready for learning in key stage 2. Where the pandemic has hindered learning for pupils in Years 1 and 2, extra phonics sessions are helping them to catch up.

Pupils benefit from daily practice, reading books that are typically well matched to the sounds they are learning in lessons. Occasionally, some adults do not spot quickly enough when children in the early years try to guess new words rather than use their phonics understanding. Leaders' plans to ensure reading is taught consistently are well thought through.

In mathematics, well-trained staff have high expectations of pupils' achievements. Teachers plan learning which builds up pupils' understanding right from the start of Reception Year. Adults check for gaps in understanding and make sure that pupils know what they should before moving on to harder work.

Pupils appreciate the time they get to revisit and consolidate their learning. Consequently, pupils achieve well in mathematics. A similar approach to teaching in subjects such as science and computing helps pupils achieve and learn effectively in these subjects too.

However, pupils' learning is underdeveloped in several other subjects. This includes history, geography, art, modern foreign languages and design technology. In these subjects, leaders have not thought carefully enough about what pupils should know and remember.

Teachers are not well-enough trained in what to teach or how to teach it. Sometimes, the activities they choose do not help pupils learn or embed new knowledge. As a result, pupils' knowledge is not as secure as it should be and consequently, they are not prepared well enough for secondary school.

Likewise, the curriculum in the early years is not effective enough to ensure that each child learns the new knowledge and skills they need. In particular, there are not enough opportunities for children to develop their communication and language skills through talking to adults as they learn.

Pupils with special educational needs and/or disabilities (SEND) are well cared for.

Leaders identify pupils' needs well and work hard to get the extra help they need. In English and mathematics, staff adapt tasks and planning for these pupils appropriately. However, this is not always the case in other subjects.

Staff feel well supported by leaders and governors. Governors understand their roles well and are now more robust in holding leaders to account. However, the school's improvement has not been quick enough.

Although some plans have been hampered by staffing changes and the pandemic, leaders have not focused sharply enough or urgently enough on some necessary improvements. As a result, pupils underachieve in too many subjects.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained in safeguarding. They understand the potential risks pupils face and record any concerns promptly. Leaders liaise well with external partners to help keep pupils safe.

Recording and reviewing processes have been revamped to ensure that safeguarding records include full details of any actions taken to support pupils. The single central record of staff's recruitment checks is kept up to date.

Pupils are taught how to stay safe in the local community and when online.

They know that adults will help them if they have any worries. Extra help with mental health is available should pupils need it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in several subjects and in the early years is not effective enough.

Leaders have not chosen the important knowledge to be learned in each subject. They have not made clear the logical order that knowledge should be taught so that pupils gain knowledge over time. Curriculum planning and sequencing should be improved so that pupils' knowledge builds over time.

• Staff are not well-enough trained in how to teach some subjects, including for pupils with SEND. As a result, choices of what to teach are often based on the activity itself rather than the intended development of knowledge. Leaders should ensure that staff receive training so that they can choose activities based on what they know pupils need to learn.

• In some subjects, teachers do not consistently check pupils' knowledge and understanding before moving on to harder work. As a result, pupils' learning is not secure enough. Teachers need to consider how best to assess pupils' learning in these subjects so that pupils know more and remember more of the curriculum.

• Leaders have not focused sharply enough on making some necessary improvements. Leaders and governors need to ensure that they focus sharply on the areas most in need of improvement. They should ensure that the effectiveness of changes they make are monitored and adapted so that the school improves quickly.