Adisham Church of England Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Adisham 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 Adisham 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 Adisham Church of England Primary School on our interactive map.

About Adisham Church of England Primary School

Name Adisham Church of England Primary School
Ofsted Inspections
Headteacher Miss Sophie Metcalf
Address The Street, Adisham, Canterbury, CT3 3JW
Phone Number 01304840246
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 97
Local Authority Kent
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

The headteacher of this school is Sophie Metcalf. This school is part of Stour Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the Chief Executive Officer, Rachael Howell, and overseen by a board of trustees, chaired by Fiona Trigwell.

What is it like to attend this school? .../>
Pupils are happy at this school. They thrive in this small village school.

The school prioritises a strong sense of community. Pupils are excited to learn. They remember their learning.

The school sets high expectations for every pupil to achieve. Those pupils with special educational needs and/or disabilities (SEND) are fully included in school life. Every pupil is treated as an individual.

As a result, the majority of pupils achieve well.

Pupils feel safe. They have trusted adults they can talk to.

They know adults will deal with any incidents of unkind behaviour. The school regularly reviews behaviour procedures to ensure they meet the needs of all pupils, particularly those with SEND.

Wider curriculum opportunities are carefully planned to enhance pupils' learning.

Trips and visits are designed to reinforce different areas of the curriculum. Pupils are keen to represent their school in a variety of ways. They are proud to be on the school council.

They understand the positive impact they can have on their community, for example, by raising money for the local community food bank.

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

The curriculum is ambitious and accessible for every pupil. The school, ably supported by the trust, has created an extensive programme of training for all staff.

As a result, staff have strong subject knowledge and are confident to teach the curriculum. The school uses technology effectively to enhance the curriculum. They adapt learning successfully for all learners.

Pupils with SEND are supported expertly. This means that they are able to access the curriculum fully. The school checks what pupils know and remember effectively.

They use this information to plan pupils' next steps and address any gaps in learning. This starts right from the early years where the learning environment enhances the curriculum. Pupils are engaged well in lessons.

The school helps pupils to access and understand their learning.

Many pupils are enthusiastic about reading. They use the school library regularly and talk about the 'five-a-day' reading opportunities they are given to share books with adults.

The school ensures children in the early years start learning phonics as quickly as possible. Staff are trained well. However, while a catch-up programme is in place to support the weakest readers, it is not effective enough.

Some of these pupils are not learning to read as well as they could. As a result, they are not accessing the wider curriculum as successfully as they could be. The school needs to support these pupils to apply their phonics when they are reading.

This will help them to develop their confidence and fluency.

The school has high expectations for pupils' behaviour. Pupils know what is expected of them.

Where there is any off-task behaviour, staff are quick to address this. Pupils know what to do if they have concerns about unkind behaviour and are confident that it will be addressed. Overall, pupils attend regularly.

The school is rightly focused on improving the most disadvantaged pupils' attendance. There is a robust strategy in place to identify and address lower attendance.

Pupils' personal development is woven throughout the curriculum.

School staff know every pupil well. Each pupil is celebrated as an individual. Pupils work closely with their next year group in the mixed-age classes.

As a result, they are well prepared for their next stage of learning. The school has prioritised the most disadvantaged pupils by providing opportunities to develop their talents and interests. For example, the Year 4 camping trip is provided free of charge to support every pupil to attend.

More recently, the lunchtime sports coaches are supporting key pupils to develop specific skills alongside promoting positive behaviour at lunchtime.

Those responsible for governance know the school well. They challenge and support the school effectively.

They carry out their statutory duties well. The school, alongside the trust, have carefully reviewed staff workload and well-being. Staff at all levels feel listened to and talk about the extensive support they receive.

Staff have opportunities to work with other teachers and leaders in the trust. This has developed the expertise and skills they use in lessons. Parents are overwhelmingly positive about the school.

They relish the sense of community that is fostered by the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The support for some weaker readers is not precise enough.

This means that they are not always able to successfully read the books they are given. The school needs to ensure that these pupils are supported to develop their fluency and confidence and apply what they have learned when they are reading.


When we have judged outstanding we will then normally go into the school about once every four years to confirm that the school remains outstanding.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 first ungraded inspection since we judged the school to be outstanding in July 2017.

  Compare to
nearby schools