|Name||Beaver Green Primary School|
|Ofsted Inspection Rating||Good|
|Address||Cuckoo Lane, Ashford, TN23 5DA|
|Religious Character||Does Not Apply|
|Number of Pupils||434 (53.5% boys 46.5% girls)|
|Number of Pupils per Teacher||20.4|
|Academy Sponsor||Swale Academies Trust|
|Percentage Free School Meals||46.6%|
|Percentage English is Not First Language||11.2%|
|Pupils with SEN Support||19.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (27 September 2017)
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
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school became part of the Swale Academies Trust in April 2015. The predecessor school was judged to require special measures following an inspection in December 2013. The headteacher is supported by the director of primary education and an advisory headteacher from the trust. The school is a larger-than-average two-form-entry primary school with a Nursery. The school population is mainly White British, with the first language as English. The proportion of disadvantaged pupils is much larger than average. Proportions of pupils who have special educational needs and/or disabilities are in line with those found nationally. The school outcomes were above national floor standards in 2016.
Summary of key findings for parents and pupils
This is a good school Leaders have taken effective action to ensure rapid school improvement. As a result, teaching is strong, outcomes are improving and pupils are increasingly well prepared for the next stages of their education. Subject leaders have a realistic and well-informed overview of their areas of responsibility. They ensure that the exciting curriculum provides pupils with the right skills, knowledge and understanding. However, leaders acknowledge that opportunities for pupils to extend their writing skills across the wider curriculum are not fully developed. Teachers have secure subject knowledge. This enables them to plan learning that meets the needs of all groups of pupils effectively. Teachers use questioning well. This extends pupils? thinking and helps teachers to quickly identify and address any confusion. As a result of high-quality teaching, most groups of pupils are making at least good progress. Where progress is slower, such as for some groups of disadvantaged pupils, including the most able disadvantaged, this is because : previous teaching was not good enough. Appropriate support is now in place to help pupils to catch up. In 2016, pupils did not make good progress in reading throughout key stage 2. A swift and effective response from school leaders has ensured that reading is now strong across the school. This improvement is reflected in the improved 2017 provisional progress measures, although attainment levels at key stage 2 remain below those seen nationally. Phonics teaching is highly effective. In 2016, the proportion of pupils that met the expected standard in the phonics screening check was above the national figure. Pupils enjoy school, behave well and are keen to learn. They are well cared for and feel safe. The welfare team ensures that pupils attend school regularly and that effective provision is in place to meet their social and emotional needs. Children get off to a good start because early years provision is outstanding. The well-organised, exciting environment provides them with a myriad of opportunities to investigate, explore and learn. The early years leader has used observation and progress information highly effectively to identify children?s needs. The entire staff team is highly skilled in meeting these needs. As a result, children make rapid progress from their starting points.