|Name||Bligh Primary School (Infants)|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||01 July 2015|
|Address||Bligh Way, Strood, Rochester, Kent, ME2 2XJ|
|Religious Character||Does not apply|
|Number of Pupils||327 (45% boys 55% girls)|
|Number of Pupils per Teacher||29.9|
|Academy Sponsor||Barnsole Primary Trust|
|Percentage Free School Meals||13.2%|
|Percentage English is Not First Language||11.3%|
|Pupils with SEN Support||11.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Bligh Infant School is an average-sized infant school. The school is part of the Bligh Federation which encompasses Bligh Junior School, Bligh Sure Start and Bligh Children’s Centre. The executive headteacher and a single governing body lead these provisions. The proportion of disadvantaged pupils eligible for the pupil premium (additional government funding for pupils who are eligible for free school meals or who are looked after by the local authority) is broadly average. The proportion of disabled pupils and those who have special educational needs is below average, including those pupils with statements of special educational needs. The proportions of pupils from minority ethnic groups and those who speak English as an additional language are below the national average. Children in the Reception class attend full time. The executive headteacher is an accredited Local Leader of Education (LLE).
Summary of key findings for parents and pupils
This is an outstanding school. The determined vision of the executive headteacher, in partnership with the head of school, inspires excellence for all. As a result, the whole school community thrives. All leaders make a positive difference to pupils’ achievement and personal development. All areas of the curriculum are continually developed and improved. Leaders ensure any gaps in attainment between groups of pupils close quickly. Pupils’ attainment at the end of Key Stage 1 in reading, writing and mathematics is consistently above national averages at all levels, and continues to rise. Governors are ambitious for all pupils and the community the school serves. They are insightful about what needs to happen and hold leaders robustly to account for the difference their actions make. Pupils are friendly and behave exceptionally well around the school. High levels of consideration, support and tolerance towards others are expected. Shared values weave strongly through the curriculum. Teaching across the school is outstanding. Consequently pupils’ achieve exceptionally. Teachers have excellent subject knowledge and plan activities which precisely meet pupils’ needs. Occasionally, in science, pupils are not fully extended in the same way that they are in English and mathematics. Additional support, from skilled teaching assistants, leads to pupils making substantial gains in their learning. The teaching of phonics (the sounds letters make) is excellent. Consequently, almost all pupils secure the expected standard at the end of Year 1. Pupils with complex medical needs receive exceptional support because leaders and staff have high levels of skill and knowledge. Provision in the early years is outstanding. Challenging activities in all areas of learning extend children’s thinking regularly. Children make rapid progress and leave well prepared for Year 1. The school’s proactive work to keep children safe from harm is extremely secure. Partnerships with a wide range of external partners are strong and effective.