Bobbing Village School


Name Bobbing Village School
Website http://www.timuacademytrust.org.uk
Ofsted Inspection Rating Outstanding
Address Sheppey Way, Bobbing, Sittingbourne, ME9 8PL
Phone Number 01795423939
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 208 (53.8% boys 46.2% girls)
Number of Pupils per Teacher 18.1
Academy Sponsor Timu Academy Trust
Local Authority Kent
Percentage Free School Meals 7.2%
Percentage English is Not First Language 7.7%
Persisitent Absence 4.3%
Pupils with SEN Support 4.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (09 May 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

Bobbing is one of two schools in the Timu Academy Trust, formed in June 2014 with Iwade School. This is the first inspection since the school became an academy. The executive principal and principal were both at this school when the predecessor school was inspected in June 2012. Bobbing is a smaller than average-sized primary school with one class per year group. Most pupils are of White British heritage. Very few pupils speak English as an additional language. The proportion of disadvantaged pupils is below the national average. The proportion of pupils who have special educational needs and/or disabilities is similar to the national average. 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.

Summary of key findings for parents and pupils

This is an outstanding school The executive principal and principal lead the school exceptionally well. They have been pivotal in the school’s journey of improvement to become an outstanding school. Governors have a comprehensive understanding of the school’s many strengths and few areas for improvement. They hold leaders to account stringently for pupils’ outcomes. Pupils make outstanding progress and achieve highly. Disadvantaged pupils and pupils who have special educational needs and/or disabilities make rapid progress. Teachers are enthusiastic and passionate about pupils’ learning. They plan and deliver exciting, fun lessons that totally engage pupils. Pupils’ behaviour is exemplary. They get on well together and are highly respectful of each other and their teachers. Pupils enjoy learning, have ambition and are determined to achieve well. They enjoy taking on extra school responsibilities and are excellent ambassadors for their school. Pupils are keenly aware of their own learning and what they need to do to make even better progress. They understand the importance of good attendance and most pupils rarely miss a day at school. Children make an excellent start to school life in the early years. High-quality teaching ensures that children learn quickly to become independent and confident learners. Pupils leave the school as confident, responsible citizens who are exceptionally well prepared for the next stage of their education. Parents are overwhelmingly positive about the school and have every confidence in teachers and leaders. Pupils feel very safe. A strong culture of safeguarding permeates the school and leaders ensure that the welfare of pupils is always a key priority. Leaders know that the writing of the most able pupils could be better across the curriculum.