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This school sits in the heart of the community. As soon as pupils start, they are welcomed with open arms by all staff members.
This helps pupils to quickly settle and build a sense of belonging that allows them to focus on their learning. Pupils are safe. They know they can speak to any adult if they are ever worried.
The school has high expectations for all pupils. Despite some low outcomes, particularly in the 2024 phonics screening checks, pupils' achievements are now improving.
Throughout the school pupils behave well and follow the 'Monty Values'.
Pupils are polite and respectful to visitors and to each other. Pupils have a strong understanding... of British values. This has helped pupils to value the opinions of others and learn the importance of debating ideas.
Pupils appreciate the range of trips on offer that help them to develop a deeper understanding of what they are learning in class. For example, pupils visit Kent's Cavern to learn about the pre-historic period. Pupils also value the range of clubs on offer, such as dodgeball, netball and 'STEM'.
These clubs help pupils to develop their talents and interests.
What does the school do well and what does it need to do better?
Since the previous inspection, the school has addressed a number of significant organisational changes and challenges, as well as appointing a new headteacher and new governors. The school has also had a high level of pupils leaving and joining which has contributed to low outcomes in some areas in the 2024 national assessments.
However, the new leadership team has brought stability and provides a clear and ambitious vision of what it wants for pupils, including pupils with special educational needs and/or disabilities (SEND).
From the time children start school, they begin to build a love of reading. Children in the early years learn traditional tales.
They retell these stories using role play figures and hands-on activities such as making porridge. Staff in the early years support children by repeating key words from stories to help children develop their vocabulary. The school has introduced a new phonics programme to help pupils learn to read.
Whilst there has been a focus on staff training, there is still variability in the effectiveness of the teaching of phonics. This means that some pupils are not developing their phonics knowledge and understanding as quickly as they could.
The school's wider curriculum provides pupils with a rich foundation of knowledge to ensure they are ready for the next stage of their education.
In science pupils are taught key vocabulary linked to what they are learning. For example, pupils use terms such as heliocentric and geocentric when referring to the universe. In history, there is opportunity built into the timetable for pupils to debate perceived views of historical figures, such as Guy Fawkes.
Pupils with SEND are identified early. This helps the school to ensure the most appropriate support is put in place. Pupils with SEND work alongside their peers and access the same curriculum.
When necessary, work is adapted to ensure pupils with SEND are secure in core knowledge that helps them access the wider curriculum.
Pupils throughout the school behave well. The 'Monty Mantra' helps pupils to remember what is expected of them.
Older pupils proudly act as role models when they fulfil their roles as 'reading buddies' to the younger children. The school has focused on building strong relationships with parents and carers. When necessary, the school provides personalised support to help pupils come into school.
This has led to an improvement in rates of attendance.
Pupils benefit from the school's provision for personal development. The 'Wellbeing team' proudly lead play activities at break times and say they make life 'more joyful' for all pupils.
Pupils can also represent their peers as members of the school parliament. These roles help to develop pupils' confidence and sense of responsibility. Visits to the theatre to see live orchestras help pupils to develop an understanding and appreciation of the arts.
Governors support the school with a range of skills from different professional backgrounds. However, as they are new to their role they do not have sufficient information to challenge and hold leaders to account. This means they do not have the most informed view of the school.
Staff at the school say they feel supported and valued. They are proud of being part of 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)
• There is some variability in how well phonics is taught. This means that some pupils are not developing their phonics knowledge and understanding as quickly as they could. The school should ensure that all staff have the confidence and skills to improve the delivery of the phonics programme.
• Governors are new to their role and do not always have sufficient information to challenge and hold leaders to account. Consequently, in some areas, they do not gain the assurances they need to get the most informed view of the school. Those responsible for governance must ensure that they hold leaders to account for the precise information that they need to impact fully on the effectiveness of the school's work.
