Staplehurst School

Highlights from Latest Inspection

What is it like to attend this school?

Staplehurst School is a friendly place. Leaders have successfully brought about much-needed change.

They have raised standards and expectations in all areas. Leaders, governors and staff are ambitious for pupils, including for those who are disadvantaged, in minority groups or who have special educational needs and/or disabilities (SEND).

The school's values of positivity, respect, independence, determination and excellence (PRIDE) are seamlessly woven into everyday life.

Pupils understand these, showing politeness and respect to each other and to adults. They say that everyone is treated equally and that 'no one is judged'. Pupils are proud of the PRIDE poin...ts they can earn or of being chosen to sit on the 'top table' at lunchtime.

Pupils feel safe and adults look after them with much care. Pupils understand the rules, and typically follow these well. Should it be necessary, adults are quick to help pupils understand the consequences of any poor behaviour.

As a result, bullying is rare.

Parents and carers recognise the many improvements. One parent, summing up the views of many, commented that, 'under the new leadership team, the school has strengthened significantly.

Expectations are high and the curriculum is varied. Staff are approachable and provide children with a range of learning opportunities.'

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

Leaders want pupils to receive an excellent education.

This vision is understood by staff and executed with much determination and passion.

Pupils study a broad range of subjects. The school's curriculum, including in early years, has been carefully considered in reading and mathematics, as well as in history and geography.

In these subjects, leaders have thought about the knowledge they want pupils to learn and the order in which it should be taught. Pupils impressively demonstrate the knowledge that they have learned and remembered in their written work. Leaders have plans in place to apply similar thinking to other subjects, such as art and religious education.

They have taken a measured approach to getting this work done.

Leaders make sure that the youngest pupils get off to a good start with learning to read. Staff are skilled at teaching pupils to read because they are well trained.

Pupils confidently apply their phonics knowledge when reading. They are provided with books to practise the sounds they are learning at school. Leaders closely monitor any pupil who may be falling behind with their reading.

They put in place additional support to help them to catch up. Consequently, most pupils learn to read quickly and fluently.

Younger pupils enjoy learning rhymes and stories off by heart.

Teachers read interesting and diverse texts to pupils. They use these to enhance pupils' learning and promote a love of literature. Pupils look forward to selecting books to read from the school's well-stocked library.

In mathematics, teachers adapt plans to take account of the gaps pupils may have in their knowledge. There is a consistent approach to how mathematics is taught across classes. In Reception, adults skilfully use language, resources and activities to develop children's mathematical understanding.

Overall, classrooms are calm and purposeful. Pupils listen attentively to their teachers and are keen to do their best. They enthusiastically discussed their learning with inspectors.

For example, pupils could describe the difference between a county and a country, and explain how forces work when doing a science experiment.

Leaders provide pupils with opportunities to develop their talents and interests. Older pupils are encouraged to take on roles of responsibility, such as being a house captain or ringing the school's bell at the start and end of the day.

The school runs a variety of sporting activities, including a boxing club. This club reflects the interests and culture of many pupils who attend the school. Pupils enjoy singing in the choir and performing in concerts.

They go on interesting trips. Leaders are beginning to carefully consider how these trips can further enhance pupils' learning across the curriculum.

The school is highly inclusive.

Provision for pupils with SEND is managed well. Leaders are quick to identify pupils' needs and to put in place appropriate resources to support them pastorally, physically and academically. Staff work tirelessly to make sure that this group of pupils are able to access their learning alongside their peers.

Senior leaders and governors work together effectively. Staff appreciate the transformative difference the headteacher has made. This is recognised by pupils and parents, as well as the wider local community.

Leaders invest in and value the staff. They take into account staff's well-being when introducing new initiatives. Across the school, there is a strong spirit of camaraderie and teamwork.

Safeguarding

The arrangements for safeguarding are effective.

There is a culture of care and vigilance at the school. Effective communications mean that staff know pupils and their families well.

Leaders are tenacious in their work and liaise closely with external agencies to ensure that pupils receive the support they need.

Leaders make sure that staff are appropriately trained so they can keep pupils safe. Staff understand how to report and manage any concerns they may have.

Pupils know how to keep themselves safe. They are confident that they can share any worries they may have with a trusted adult in the school, or use the 'worry box'.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the knowledge that pupils need to learn and the order in which it is taught are not precisely identified from Reception to Year 6.

It is clear from leaders' actions that they are in the process of bringing this about, and are making any necessary amendments in response to the pandemic. For this reason, the transitional arrangements have been applied. Leaders should continue with their planned work to review these subjects in the school's curriculum and identify the important knowledge that they want pupils to learn.

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