|Name||Bredhurst Church of England Voluntary Controlled Primary School|
|Ofsted Inspection Rating||Outstanding|
|Address||The Street, Bredhurst, Gillingham, ME7 3JY|
|Religious Character||Church of England|
|Number of Pupils||125 (56% boys 44% girls)|
|Number of Pupils per Teacher||19.1|
|Percentage Free School Meals||4%|
|Percentage English is Not First Language||5.6%|
|Pupils with SEN Support||13.6%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about the school
This is a small, oversubscribed school that admits pupils from within the immediate locality. The proportion of pupils known to be eligible for free school meals is well below the national average. Most pupils come from a White British heritage. One tenth comes from African, Pakistani, Mixed White and Asian and Other White backgrounds. None speaks English as an additional language. The percentage of pupils identified as having special educational needs and/or disabilities is higher than that usually found. Their needs include behavioural, emotional, social and moderate learning difficulties. All pupils, including children in the Early Years Foundation Stage, are taught in mixed-age groups. There is a breakfast club run by the school. The deputy headteacher is the acting headteacher until a new, permanent headteacher takes up her duties in January 2012.
Bredhurst Church of England Primary is an outstanding school. Excellent leadership and management ensure that its aim, ‘to provide a fun education that gives confidence, independence and success for everyone’, is implemented fully. As a result of outstanding teaching, pupils of all abilities and backgrounds make outstanding progress and standards in English and mathematics have remained high over a number of years. Already this academic year, the majority of pupils in Years 5 and 6 are working at a high level for their age. Staff have very ambitious expectations of what pupils can achieve, and use a wide range of teaching methods to meet their different ways of learning. Pupils’ involvement in decisions about the pioneering curriculum has helped to make their learning enjoyable and inspired them to want to do their best. Pupils’ exemplary personal development, behaviour and attitudes towards learning contribute significantly to their achievement. The thorough and frequent assessment of pupils’ work and teachers’ feedback in lessons ensure they know precisely how and what they need to do to improve and that work is matched very closely to their individual needs. Older pupils develop exceptionally good skills and attitudes that will stand them in good stead for the future. These are not only evident in literacy and numeracy, but also in their use of their high level skills to tackle challenging work, their note taking and research, the way they undertake leadership responsibilities, their collaboration and negotiation skills and their grasp of information and communication technology (ICT). An innovative approach to the organisation of the school day enables pupils to enjoy active breaks between lessons, returning refreshed to take on new learning rapidly. The particular needs of pupils with special educational needs and/or disabilities are analysed and different approaches used to meet them. These include small-group work, one-to-one tuition, and computer programs. Pupils’ progress is tracked effectively and teaching methods adapted to ensure they too make brisk progress. In addition, the school works in very close partnership with parents, carers and with other schools and specialists to share expertise that supports their progress very well. The overall effectiveness of the Early Years Foundation Stage has improved from good to outstanding since the previous inspection. The needs of young children are exceptionally well met. Teaching is inspirational and the curriculum highly creative, capturing children’s interests, motivating them to apply their rapidly developing literacy and numeracy skills to meaningful situations. Children play a dynamic role in their education. They show high levels of independence, curiosity, imagination and concentration. The foundations of good learning habits on which children can build as they move through the school are established extremely well. The school’s pursuit of excellence in all its activities over a considerable period of time has maintained high standards and enabled it to build on the outstanding qualities found during the previous inspection. Rigorous self-evaluation means staff regularly assess their impact on pupils’ progress. A recent review in mathematics has identified that while pupils have well-developed skills in solving problems, they do not always calculate numbers or complete mental arithmetic challenges as fast as they could. This is confirmed by inspection findings. Such sophisticated analysis carried out on a regular basis and the school’s track record indicate it has an outstanding capacity to improve.