Hever Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of this welcoming and vibrant school.

They live out the school values through their roles as school councillors, reading buddies and by helping younger children on school trips. Pupils learn to be courageous and compassionate citizens in the wider community by collecting for the food bank and helping at local community events.

The school is highly ambitious for pupils' academic achievement and their character development.

Pupils learn how to be emotionally resilient, so they can challenge themselves to learn more deeply and confidently. For example, when learning about relief sculptures, they work like artists, persevering with dif...ferent methods and materials until they are satisfied with their designs.

Right from entering Reception, pupils learn the school's clear behaviour expectations.

These are consistently reinforced through well understood routines. Relationships between adults and pupils are full of warmth and mutual respect. Adults are consistent role models in kindness and working together as a team.

As a result, pupils concentrate well in lessons and behave respectfully around the school. Pupils learn how to recognise their emotions and how to help themselves if they are feeling angry or anxious. They know they can always talk to any adult when they need to.

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

Adults and pupils alike are inspired by the school's ambitious vision. Staff are proud to be part of this team. The school has made many improvements in recent times.

The impact of these changes is now clear to see. Pupils learn a broad and ambitious curriculum. They thrive personally and achieve well.

The school is committed to making reading a high priority constantly. In Reception, children are surrounded by stories, poetry, and songs. They start learning to read straight away, becoming familiar with letter sounds.

They practise writing letters regularly. Teachers systematically check that pupils understand the sounds they are learning. Any pupils who struggle are supported through individualised teaching, specifically tailored to meet their needs.

Consequently, pupils rapidly become fluent readers and achieve well.

Teachers know pupils well. They watch attentively how pupils learn and identify any who have special educational needs and/or disabilities (SEND).

The school is determined that pupils with SEND will achieve highly. Adults carefully design bespoke support for pupils with SEND when necessary. Staff encourage pupils with SEND to learn independently, so they are ready for the next stage in their education.

The curriculum is broad and ambitious. It sets out coherently the most important areas that pupils must understand and remember. The school has identified the key technical vocabulary that pupils need to understand.

This is explicitly taught, and pupils practise applying it in discussions about their learning.

Teachers have secure subject knowledge. They explain the curriculum in ways that pupils can understand.

In mathematics, teachers adapt activities and use resources to help pupils learn the value of decimal numbers. In Reception, they design activities according to children's interests, so the curriculum is learned through purposeful play. For example, children learn the concept of 'full' and 'empty' through high quality discussions with adults as they play with different sized containers in the water tray.

Typically, teachers check for understanding effectively. They notice pupils' misconceptions and address them straight away. However, in some subjects, teachers do not routinely revisit previous learning to help pupils commit it to their long-term memory.

This means pupils do not learn as well as they should in these subjects.

The school prepares pupils well for life in modern Britain. Pupils develop an understanding of others' opinions through learning about different faiths and cultures.

They learn to appreciate living in a democratic country, knowing that in some parts of the world, children must work and cannot have an education. Pupils are taught how to keep themselves safe, including on the internet. They know the difference between healthy and unhealthy relationships, eating a balanced diet, getting enough sleep, and exercising regularly.

The school prioritises pupils' attendance. High expectations and supportive strategies are consistently maintained so that attendance overall is in line with national levels. Persistent absence of disadvantaged pupils is reducing.

Pupils show highly positive attitudes to their learning. They behave respectfully and are motivated and resilient. Low level disruption is extremely rare and does not interrupt pupils' learning.

The governing body understands the challenges pupils and their families face. They are knowledgeable about their statutory duties and support the school's work effectively. Governors keep a watchful eye on safeguarding and attendance trends.

Leaders have positive relationships with parents who are highly supportive of the school's work.

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, the school does not routinely revisit previous learning.

As a result, pupils' knowledge is not as secure as it could be in these subjects. Pupils sometimes struggle to recall what they have learned and connect it to new learning. The school should continue to strengthen teaching approaches across the curriculum, so that pupils learn consistently well in all subjects.