Bapchild and Tonge Church of England Primary School and Nursery

About Bapchild and Tonge Church of England Primary School and Nursery Browse Features

Bapchild and Tonge Church of England Primary School and Nursery

Name Bapchild and Tonge Church of England Primary School and Nursery
Ofsted Inspection Rating Good
Address School Lane, Bapchild, Sittingbourne, ME9 9NL
Phone Number 01795424143
Type Primary
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 207 (48.8% boys 51.2% girls)
Number of Pupils per Teacher 23.2
Local Authority Kent
Percentage Free School Meals 11.6%
Percentage English is Not First Language 7.4%
Persistent Absence 6.2%
Pupils with SEN Support 5%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (30 April 2015)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

Bapchild and Tonge Church of England Primary School is smaller than most primary schools. The school has one class per year group. The proportion of pupils supported through pupil premium funding is below average. This is additional government funding for pupils who are known to be eligible for free school meals and those who are looked after by the local authority. There are less than five pupils in most year groups. The majority of pupils are of White British heritage and the proportion speaking English as an additional language is well below the national average. The proportion of disabled pupils and those with special educational needs on the school roll is about 6%. This is below that found nationally. There are less than five pupils with special educational needs in each year group. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. In July 2013 the school received a monitoring visit by Ofsted because it was judged to be requiring improvement when it was inspected in May 2013.

Summary of key findings for parents and pupils

This is a good school. The headteacher and deputy headteacher form a strongly motivated team. They have been successful in improving the school since its last inspection. Important and effective action has been taken to raise the quality of teaching and pupils’ progress, both of which are now good. Mathematics and English leaders give significant support to staff to ensure all aspects of these subjects are being taught well. All pupils make good progress from their starting points because swift and effective support is given when it is needed. Pupils’ progress and achievement in mathematics and reading are high. All pupils leave this school able to read fluently, with expression and understanding. The team of staff in the early years gives children a good start to their schooling because the staff know the children very well. Provision is good. Teachers ensure pupils know what they are learning. Teachers and support staff enable pupils to achieve well. Disabled pupils and those with special educational needs are well supported to achieve, and make good progress. Disadvantaged pupils make similar progress to other pupils nationally and are catching up with other pupils in the school. Pupils behave exceptionally well and feel safe. They work well in lessons and play well together at playtimes. They show respect for others at all times. The family liaison officer provides additional support to pupils and families who are vulnerable, and this has helped to improve attendance. The governing body has become very skilled at and committed to challenging the school, so that pupils make at least good progress. They are ambitious for the pupils and provide good support and challenge. It is not yet an outstanding school because : Achievement in writing is not as strong as in reading or mathematics. Opportunities to develop the key skills pupils learn in English and mathematics are not always used in other subjects in the curriculum. Similarly, work in those subjects does not reflect the same high expectations as English and mathematics. Planning in the early years is not strongly enough based on assessments and observations. It, therefore, does not always include challenging next steps for pupils to move forwards in their learning.