Ide Hill Church of England Primary School

Highlights from Latest Inspection

Outcome

Ide Hill Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils bubble with excitement when they talk about their opportunities at this happy and friendly school.

They say that staff make their learning fun. Pupils benefit from a wide range of clubs and activities, such as forest school. They enthusiastically describe how they learned to protect eggs from breaking in science club and how they put together comic strips, quizzes and articles for the 'Ide Hill News' in newspaper club.

Pupils know that they are expected to work hard and behave well. Mostly, they ...rise to these high expectations and achieve well, particularly in English and mathematics. The school is a calm and settled place in which to learn.

The school's values of respect, love, and responsibility thread through every aspect of the pupils' experience. Children start to learn about these as soon as they start in Reception. Older 'buddies' model these values to the younger children.

As a result, pupils behave well across the school. Relationships across the school are warm, nurturing and kind.

Parents are positive about the school.

They like the community feel. One parent captured the views of many in describing the school as being like a 'second home'. Parents say that their children, 'skip into school each day'.

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

Recent changes in leadership have united staff in renewed ambition to strive for the very best provision for pupils across the whole curriculum. Clear systems have been put in place to deliver on this. Where work is well underway, such as in developing pupils' writing skills, strong impact can already be seen.

Staff are enthusiastic about the training and support they are being given to implement the changes, including consideration of their workload. Morale is high across the school.

The school's curriculum is well sequenced and effectively builds from Reception to Year 6.

This ensures pupils build their learning on secure understanding of what they have learned before. Staff carefully check what pupils are learning and address any gaps or misconceptions. Pupils with special educational needs and/or disabilities (SEND) have their needs carefully identified.

Skilled staff put adaptations in place so that pupils with SEND can access the curriculum and are successful.

In English and mathematics pupils learn the intended curriculum and achieve well. However, some pupils do not always remember key knowledge as well in all other subjects.

In history and geography, for example, sometimes pupils remember the exciting experiences they have had, but not the important knowledge that they need to build their next learning on. The school are aware of this and are in the process of reviewing and refining curriculum content to help ensure that learning activities are more closely matched to what pupils need to know and remember.

Reading is at the heart of the curriculum.

Pupils learn to read quickly. Staff are well trained in delivering phonics right from the start. Pupils are excited by their growing ability to recognise and blend together sounds.

They delight in spotting these in their reading. Any pupils who struggle or start to fall behind are quickly identified and given the help they need to catch up quickly. This helps pupils to read well.

Children in the Reception Year quickly learn to work and play nicely with each other. Staff foster joy and laughter throughout the day. Children are well supported at every opportunity to take turns, play cooperatively and to develop their language skills.

As pupils move up through the school, these strong social and communication skills are carefully developed. Pupils are articulate, polite and kind to each other. They help each other resolve any problems and behave well.

Pupils value their education. They are keen to come to school and they attend regularly. The school monitors attendance closely.

Any barriers to regular attendance are quickly identified. The school works in partnership with parents and carers to address these and ensure that pupils are in school.

Pupils' personal development is carefully considered.

Pupils benefit from regular opportunities to develop their opinions and discuss their ideas about a wide range of topics. They do this maturely, describing how sometimes they have 'polite disagreements'. The school ensures that pupils have plenty of opportunities to learn about life outside of Ide Hill.

Trips to London help pupils to compare urban and rural living. Pupils are taught about a wide range of cultures and beliefs. They are tolerant and respectful towards the views of others.

Governors provide the school with the challenge, support and resources to deliver its ambitious vision. They know the school well and make sure that everyone is working together in the best interests of children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Key knowledge and skills are not yet consistently well highlighted and connected to deepen learning in all subjects across the wider curriculum. This means that pupils do not attain as well in these subjects as they could. The school should continue to train and support staff to plan learning opportunities across the wider curriculum that align closely to what the school expects pupils to know and remember.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015.