Pluckley Church of England Primary School

Highlights from Latest Inspection

Outcome

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

The headteacher of this school is Lorraine Smith. The school is part of The Kemnal Academies Trust (TKAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dr Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley.

What is it like to attend this school?

Pupils describe their school as being a happy, safe and inspiring place. They are committed to the school's values, which are embedded in school life. Pupils feel that following these hel...ps them to learn and to be good friends.

This values-led approach is indicative of the school's high expectations. Behaviour is exemplary. There are clear expectations for pupils both in and outside of the classroom.

As a result, learning time is free from disruption. Throughout the school, pupils display positive attitudes to their education. This contributes to the school's high standards of achievement.

Leadership opportunities are a central part of pupils' experience. Whether as ambassadors, house captains or student governors, pupils play an active role in shaping school life. They take responsibility for organising games at breaktime and lunchtime.

Pupils enjoy raising money for charitable projects, such as through movie nights or bake sales. Older pupils welcome the chance to act as role models for their younger peers. Although it is a small school, pupils are encouraged to have 'big ideas'.

This begins from the early years, where staff support children to be creative and curious. As a result, they make a strong start to their formal education.

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

Pupils achieve well, and in many cases, very highly.

Clear teaching of phonics helps pupils to develop accuracy in their reading. Staff check pupils' understanding of sounds at every stage. Weaker readers in particular benefit from the frequent repetition of the sounds and words they are learning.

As a result, they catch up quickly. Pupils are confident to read and discuss unfamiliar texts. They also enjoy the stories and poems the school provides for them.

The school teaches ambitious vocabulary in each subject. This enables pupils to express their ideas thoughtfully, using the new words they have learned. The curriculum challenges pupils to connect their learning to real life.

For example, in mathematics, pupils solve problems using their understanding of fractions. However, there are variations in how teachers address errors in pupils' writing. As a result, some of the work that pupils produce is not of a consistently high quality.

The school makes sure that the curriculum meets the needs of all pupils. Staff are skilled at identifying how best to help pupils with special educational needs and/or disabilities (SEND). This enables pupils with SEND to succeed in their learning.

In the mixed-age classes, pupils follow a well-organised sequence of learning. This helps them to grapple with 'key questions', such as the impact of industrialisation in Victorian Britain. Teachers revisit aspects of these questions throughout the course of each term.

They support pupils to discuss and understand different points of view. This enables pupils to embed their learning securely. The school has a detailed understanding of what each pupil knows and can do.

This is based on methodical checking of what pupils can remember from previous learning. As a result, additional support is targeted precisely. This helps pupils with lower starting points to keep up with their peers.

Pupils' attendance is high and continues to improve. The school is understanding but firm in addressing barriers to attendance. This has led to reductions in persistent absence, particularly for disadvantaged pupils.

As a result, these pupils are benefitting directly from the increased time they spend in school. Routines for learning are well organised. Children in the early years quickly develop positive habits for the classroom.

Pupils enjoy receiving raffle tickets and certificates when they have worked hard. They understand and see the value of what the school expects of them. This is equally as true during 'turn and talk' sections of lessons as it is when walking to the church for morning worship.

The school provides a rich array of opportunities for pupils' wider development. The aim is that through performances, residential trips or sporting events, pupils gain confidence. Pupils value and engage with the school's offer.

The school's nurturing approach to supporting pupils is matched by clear teaching about keeping healthy and safe. Pupils are taught about valuing differences in background or religion. They understand the importance of treating others with respect.

Pupils develop skills for life and the confidence they need to be ready for their next steps in education.

Those responsible for governance pose the right questions to challenge and support the school's work. Staff well-being is given thoughtful consideration when new policies are introduced.

Staff value the opportunities for professional development offered by the school and the trust. Parents and carers are resoundingly positive about the education their children receive, and rightly so.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are times when errors in some pupils' work are not identified and corrected in full. This can lead to mistakes persisting and variations in the quality of their written work as a result. The school needs to ensure that teachers are more systematic about identifying and correcting errors in pupils' work throughout the curriculum.

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.