Rusthall St Paul’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

New leaders have worked hard to increase expectations at this school. Pupils are encouraged to believe in themselves so that they can achieve well.

They come to school ready to learn and do their best. Children in the early years settle and learn the routines of school quickly when they arrive. Pupils in all phases enjoy warm and trusting relationships with staff who know them well.

Pupils are kind to others and know that it is important to respect different viewpoints. They look out for each other and cooperate well together. For example, older pupils look forward to helping their younger peers as part of the 'buddy system'.

Pupils learn to be inclusive and ...respect culture and diversity through the school's personal development programme. For example, they were keen to tell the inspector how they welcomed pupils to the school from Ukraine.

Pupils enjoy taking part in sports clubs that are on offer.

Leaders ensure that pupils who would benefit the most attend. Leaders are working to give pupils more opportunities to develop their talents and interests further in the future. Trips are well chosen to enrich the curriculum and develop a broader understanding of the local environment, for example a Year 5 visit to see sandstone formations in the area to develop their knowledge of rocks in geography.

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

New leaders at the school are making rapid and significant improvements to the school's curriculum. However, this is still a work in progress, especially in the foundation subjects. In subjects such as science, mathematics and early reading, leaders have ensured that a well-sequenced curriculum is in place.

The knowledge that pupils must learn is clearly identified so that they build securely on their learning. Although new leaders are making rapid improvements, in subjects such as history and art, pupils do not yet follow a well-sequenced curriculum. Leaders have not yet precisely identified the important information that pupils must know.

Leaders have ensured that pupils with special educational needs and/or disabilities are quickly identified and supported well so that they access the full curriculum. They achieve mostly in line with their peers.

In subjects where the curriculum is more developed and embedded well, pupils learn knowledge securely.

They apply previous learning to help them understand new tasks. For example, in mathematics, Year 6 pupils use their prior knowledge of coordinates and number lines to help them to plot coordinates in four quadrants, including using negative numbers.

In most subjects, teachers plan opportunities for pupils to revisit their learning.

They use questioning effectively to identify any gaps in pupils' knowledge. Most teachers change their plans to address these, although this has not always happened swiftly enough in the past. Therefore, pupils' knowledge in all subjects is not consistently secure.

In the early years, leaders know that there are more significant gaps in children's learning, and leaders are making rapid progress to close these.

Children in Reception learn to read right from the start. Staff have received in-depth training to deliver the new phonics programme well.

However, sometimes staff move on too quickly before pupils have fully embedded their phonic knowledge. A number of pupils have fallen behind in their phonics learning. However, they are now receiving the support that they need to help them to catch up.

Older pupils are fluent readers who enjoy reading and are ready to access the reading curriculum at secondary school.

New leaders have ensured that children in the early years are now benefiting from a well-resourced outside space. The newly implemented curriculum is working well to support children in improving their skills and knowledge in each of the areas of development.

For example, children develop their problem-solving and motor and communication skills by building a ship together.

Pupils have positive attitudes towards their learning and talk with interest and confidence about their work. They report that sometimes they are disturbed by others who talk in lessons.

However, all agree that teachers address this quickly when it happens. Although many pupils attend school often, leaders know that there are a small number who do not attend as much as they should. New leaders have taken action to address this swiftly but there is still more work to do here.

Pupils learn about issues such as consent and e-safety in an age-appropriate way through the well-planned personal, social and health education curriculum. During 'healthy living week' pupils learn how to look after themselves through healthy eating and exercise. Leaders have focused on ensuring that pupils know how to care for their mental health.

For example, through worry boxes, mood meters and talking.

Those responsible for governance and acting senior leaders are committed to raising aspirations and outcomes at this school. They have a shared vision and clear understanding of what needs to be done to make the improvements that are needed.

They have already made a significantly positive impact in a short period of time. Staff feel valued by leaders who take their views into account and act to reduce workload.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive high-quality training so that they can quickly identify pupils who might be at risk. Leaders maintain clear records so that they can carefully monitor pupils who they are concerned about. Leaders seek support from outside agencies so that pupils and their families get the help that they might need quickly.

Appropriate safety checks are carried out on adults who are new to working at the school.

Pupils know how to keep themselves safe and trust that adults will support them when they are worried. They have a secure understanding of online safety.

They know that they should say “no” if something makes them feel uncomfortable.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not yet fully planned in all subjects. In many foundation subjects, the precise knowledge that pupils must learn, and the order in which it should be taught, has not yet been explicitly identified.

This means that pupils do not learn as well as they should in all subjects. Leaders who are new to the school should continue to develop the curriculum and provide training for staff so that all teachers know what they must teach, and when so that pupils build securely on their previous learning. ? Subject leaders have not yet had sufficient training or time to develop and monitor the areas of the curriculum that they are responsible for.

This means that the quality of curriculum delivery is inconsistent, particularly in the foundation subjects. New leaders need to continue with the plans that they already have in place to provide professional development for subject leaders so that they can share expertise and monitor practice in their subjects, with a focus on sharply improving pupil outcomes. ? Until very recently, children in the early years have learned the curriculum alongside Year 1.

This means that they have not engaged in learning which is specifically tailored to their needs. Leaders know that there are some gaps in children's knowledge as a result. New leaders need to continue to embed and monitor the newly implemented curriculum so that children securely develop knowledge and skills in line with the expectations of the early years foundation stage.

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