We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Reculver Church of England Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Reculver Church of England Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Reculver Church of England Primary School
on our interactive map.
This is an outstanding school The headteacher has been steadfast in raising standards since her appointment. She has ensured that governors and staff have shared her high expectations. This has resulted in high standards across the school.
Teachers have excellent subject knowledge. They inspire pupils by planning challenging activities, particularly for disadvantaged pupils. Consequently, pupils make excellent progress in reading, writing and mathematics.
Governors provide a high level of challenge to school leaders. Governors see themselves as being part of the school 'family' and they are relentless in pursuing high standards. The curriculum inspires pupils ...to deepen their understanding in a wide range of subjects.
Pupils' behaviour is exemplary. Pupils listen carefully to teachers, are well prepared for their lessons and have excellent attitudes to learning. Children in the early years make outstanding progress because of high-quality provision.
Staff prioritise pupils' personal development and welfare. This creates an inclusive environment in which pupils thrive. The Diocese of Canterbury Academies Trust (Aquila) provides very effective support, particularly in staff training.
Boys' writing, particularly in Year 1, is not as well developed as reading and mathematics. Leaders are aware of this and are taking appropriate action. Disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities make strong progress, particularly in reading, writing and mathematics.
Parents support leaders and appreciate the effective changes they have made over the past three years. They value the first-rate care their children receive.
information about the school.
Their sharply focused monitoring activities ensure that
the information they receive from leaders is accurate. Governors rigorously challenge leaders. They use well-informed questioning to highlight areas that could further improve and others that deserve celebrating.
Governors also provide useful support to leaders. Safeguarding The arrangements for safeguarding are effective. Checks for ensuring the suitability of staff are well embedded.
These arrangements are regularly checked by governors. This adds to the collective responsibility felt by all members of the school to ensure that all pupils are safe. Staff training in safeguarding is frequent and appropriate.
Leaders make sure that there are regular, effective updates in training. Staff are vigilant in making sure that pupils are safe. Staff have an in-depth knowledge of their pupils.
Staff are aware of how to report any concerns that they may have. These concerns are acted upon swiftly by safeguarding leaders, who keep precise records of actions. When referrals to external agencies are necessary, staff ensure that meticulous records are kept so that the effectiveness of actions can be monitored.
Quality of teaching, learning and assessment Outstanding Teachers' strong subject knowledge, high expectations and precise planning provide pupils with interesting and challenging activities. Pupils are inspired by very effective teaching to be resilient learners who have a thirst for knowledge. Teachers use pupil-progress information very well.
School assessment systems are used consistently. Teachers are very skilful in using the school's approach to planning so that activities stretch pupils at all ability levels. Consequently, pupils make substantial progress in reading, writing and mathematics.
A broad range of subjects is taught very effectively in all year groups. Pupils systematically develop their knowledge, skills and understanding in a variety of subjects. For example, in science, pupils develop high-quality reasoning skills by conducting experiments and using their knowledge of scientific theories to form conclusions.
Teachers know their pupils very well. Teachers ensure that disadvantaged pupils are ably supported so that they do not fall behind. Teachers also ensure that the most able are regularly challenged to reach and exceed high targets.
By asking very effective questions, teachers challenge pupils to think deeply about complicated subjects. As a result, progress is strong across all year groups. Teachers ensure that pupils' writing skills are very well developed in most year groups and across most subjects.
Teachers show pupils how to write well in key stage 1. This gives confidence to pupils so that they can quickly develop composition skills. However, boys' handwriting, particularly in Year 1, is not as well developed as reading and mathematics.
Leaders are aware of this and have made sure that improving boys' writing is a key priority in the school's improvement plans. Pupils are prepared very well for the next stage of their education. In key stage 1, teachers ensure that pupils develop resilient attitudes to learning.
As a result, they are very well prepared to continue into key stage 2. Teachers ensure that pupils thrive on opportunities to develop reading, writing and mathematical skills in a wide range of subjects. For example, in religious education, pupils in Year 2 wrote about Hinduism on a geometric shape.
Teachers' use of homework to reinforce and extend pupils' learning is highly effective. Pupils are encouraged, particularly in key stage 1, to complete homework with family members or friends. As a result, homework helps pupils deepen their understanding and develop their social and emotional skills.
Personal development, behaviour and welfare Outstanding Personal development and welfare The school's work to promote pupils' personal development and welfare is outstanding. Pupils are confident and self-assured. They readily participate in all areas of school life.
The school's impressive work to promote fundamental British values means that pupils show high levels of respect and tolerance towards each other and towards staff. An inclusive ethos permeates the school. All pupils, including those registered in the specially resourced provision, participate in interesting activities inside and outside of the classroom.
Leaders ensure that adjustments are made for pupils who have SEN and/or disabilities if there are any barriers that may prevent their full inclusion. This adds to the school's atmosphere of inclusion and equality. Pupils feel safe and they know who to go to if they have concerns.
Regular visits from outside speakers in assemblies mean that pupils are very aware of how to stay safe online. The school's 'safer internet day' allowed pupils to explore the risks present while using the internet and how to remain safe from them. Pupils benefit from a wide variety of leadership opportunities.
Pupil prefects develop a keen sense of responsibility by monitoring behaviour around the school and in assemblies. They provide thoughtful feedback to teachers on pupils' conduct. Pupils told inspectors that they are very appreciative of these opportunities.
Pupils have an excellent understanding of social, emotional, moral and cultural issues. For example, pupils in all year groups learn about authors from different parts of the world. Stunning displays in corridors and classrooms further reinforce pupils' understanding.
Leaders ensure that careers education is a feature in Years 5 and 6. Regular visiting speakers from local businesses and universities inform pupils about possible options open to them in later life. Consequently, pupils are very well prepared for secondary school and for making informed choices when they are older.
Behaviour The behaviour of pupils is outstanding. Pupils' conduct is exceptional. They walk around school calmly and purposefully.
Pupils are well prepared for learning and they wait patiently before lessons begin. Behaviour in lessons is very positive. Pupils pay attention to their teachers.
Teachers' effective use of the school's behaviour policy and well-planned activities ensure that pupils develop extremely positive attitudes to learning. One parent reported that her children 'have a love of learning that has been forged by the staff at Reculver'. Pupils show excellent manners and greet visitors warmly.
Pupils are keen to talk to visitors and speak confidently about their learning. Pupils' attendance is above average for primary schools. The number of pupils who regularly miss school is average compared to other primary schools nationally.
Because the school has a high proportion of pupils with medical needs, there are a small number of pupils who miss school regularly. However, the strong pastoral support ensures that those pupils are ably supported when they return to school. Outcomes for pupils Outstanding Across a wide range of subjects, pupils make very strong progress in developing their knowledge, skills and understanding.
Pupils' books show that they make sustained and substantial progress over time. Consistently high expectations from teachers and outstanding teaching in subjects such as history, religious education and science ensure that pupils' progress is rapid. Pupils' progress in 2017, by the end of key stage 2, in reading, writing and mathematics was above average.
Leaders have been resolute in ensuring that outcomes have improved further in 2018. Leaders' information shows that current pupils are making increasingly strong progress and attaining at high levels. The proportion of current pupils achieving higher standards in reading and mathematics in Year 6 is well above the most recent national averages because of the high expectations of staff and very effective teaching.
In writing, the proportion of current pupils achieving higher standards is the same as others nationally in recent years. Disadvantaged pupils and pupils who have SEN and/or disabilities make strong progress in reading, writing and mathematics in all year groups. This is because well-trained staff provide high-quality pastoral support and precisely-planned activities that meet the needs of disadvantaged pupils and pupils who have SEN and/or disabilities exceedingly well.
In 2017, disadvantaged pupils' progress across key stage 2 in reading, writing and mathematics was above average. In almost all year groups, the proportion of pupils reaching age-related expectations in reading, writing and mathematics is very high. In Year 4, the proportion of pupils doing so is not as high as in other year groups.
However, this reflects the lower starting points of this group, rather than that their progress is any slower than other pupils. In key stage 1, pupils develop reading skills very well. Consequently, an above-average proportion of pupils meet the expected standard in the Year 1 phonics screening check.
Staff promote positive reading habits very well so that reading becomes a frequent and enjoyable part of school life. Early years provision Outstanding Leaders, teachers and teaching assistants in the early years are extremely dedicated to ensuring that children get the best start. Children thrive in the early years and make rapid progress.
They are very well prepared to start key stage 1. Children make rapid progress because of excellent teaching based on accurate assessment of their needs by staff. Teachers meticulously plan activities that challenge and interest children.
As a result, children quickly develop their skills, particularly in language and communication. The school provides children with a safe learning environment. Staff receive appropriate and effective safety training.
Children are very well cared for. Staff supervision is effective in providing a safe and nurturing environment. Children play well together.
They show respect towards each other and have impeccable manners. The school's values, beliefs and attitudes contribute significantly to the success of early years provision. Children learn to develop resilience and perseverance because of outstanding teaching.
Children's personal and academic development is outstanding. They independently explore the outside and indoor classrooms where they have a rich choice of activities. Teachers plan a carefully balanced combination of activities, including some that children can choose for themselves and some tasks that are directed by teachers.
Children are confident in asking for help from staff when they need support. Very effective teaching in phonics means that children quickly develop age-appropriate reading skills. Parents appreciate the high-quality teaching and expert care that their children receive in early years.
One parent wrote that her daughter 'is making excellent progress and is very happy and secure', adding that 'the school's inclusivity is second to none.' School details Unique reference number 141216 Local authority Kent Inspection number 10046589 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Primary School category Academy sponsor led Age range of pupils 4 to 11 Gender of pupils Mixed Number of pupils on the school roll 466 Appropriate authority Board of trustees Chair Mr Alan Rogers Headteacher Mrs Jenny Ashley-Jones Telephone number 01227 375907 Website www.
