Bidborough Church of England Voluntary Controlled Primary School

About Bidborough Church of England Voluntary Controlled Primary School Browse Features

Bidborough Church of England Voluntary Controlled Primary School

Name Bidborough Church of England Voluntary Controlled Primary School
Ofsted Inspection Rating Good
Address Spring Lane, Bidborough, Tunbridge Wells, TN3 0UE
Phone Number 01892529333
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 206 (53.4% boys 46.6% girls)
Number of Pupils per Teacher 20.3
Local Authority Kent
Percentage Free School Meals 5.8%
Percentage English is Not First Language 9%
Persistent Absence 4.3%
Pupils with SEN Support 4.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (10 July 2013)
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Information about this school

This is an average-sized primary school. In the Early Years Foundation Stage, there is one Reception class. Most pupils are of White British heritage. The proportion of pupils receiving support from the pupil premium funding, which is the extra government support for pupils known to be eligible for free school meals, looked after children and those from service families, is below average. In this school, it relates to pupils who are known to qualify for free school meals. The proportion of disabled pupils and those supported at school action is below average. The proportion of pupils supported at school action plus or who have a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress and achieve well. Standards are high in Key Stage 1 and, by the time pupils leave school, an above average proportion attain the higher Level 5 in English and mathematics. Children make good progress in Reception. Provision is exemplary because adults are skilled in asking questions of children to develop their independent learning. Teaching is typically good and some is outstanding. Teachers plan effective opportunities for pupils to engage in problem solving tasks to deepen their understanding. Other adults in the classroom are adept at engaging pupils to think for themselves so they develop confidence and become successful in their learning. Behaviour is outstanding. Pupils enjoy talking about their learning and participate in all aspects of school life with enthusiasm. Pupils say they feel safe in school. Attendance is high. The subjects taught provide pupils with memorable experiences and a rich a variety of opportunities to extend their learning and to develop themselves culturally. The headteacher is a highly effective leader. Supported by the deputy headteacher, their expertise has led to improvements in pupils’ progress and the quality of teaching. Governors accurately prioritise what the school needs to do to become even more successful. They are confident in carrying out their responsibilities with good effect. It is not yet an outstanding school because : Targets set for pupils do not always show them what they must do to move to the next level in their learning. Teachers’ marking of pupils’ work does not consistently help them to understand what they need to do to improve. Teachers do not regularly adjust tasks to ensure pupils of average ability make better than expected progress, especially in writing.