|Name||Canterbury Road Primary School|
|Ofsted Inspection Rating||Good|
|Address||School Road, Sittingbourne, ME10 4SE|
|Religious Character||Does Not Apply|
|Number of Pupils||208 (50.5% boys 49.5% girls)|
|Number of Pupils per Teacher||22.0|
|Percentage Free School Meals||15.4%|
|Percentage English is Not First Language||11.5%|
|Pupils with SEN Support||17.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (15 January 2019)
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
This school is a broadly average-sized primary school. Most pupils are from White British backgrounds. The proportion of pupils with SEND is above average. The proportion of pupils supported by the pupil premium is broadly average. There is a breakfast club that is managed by the school.
Summary of key findings for parents and pupils
This is a good school The headteacher, ably supported by senior leaders and governors, leads the school with clear vision and strong ambition. High expectations for pupils’ learning and well-being are at the heart of the school’s developments. The thoughtfully designed curriculum motivates pupils to develop their knowledge and skills across a wide range of subjects. Pupils enjoy many experiences that enrich their learning. Strong teaching ensures that pupils achieve good outcomes and make well-above-average progress in reading, writing and mathematics by the end of key stage 2. The early years provision is outstanding. Children make rapid and sustained progress from lower-than-typical starting points because : teaching is precisely matched to their individual needs. Safeguarding is effective. Pupils are taught to keep themselves safe by well-trained and knowledgeable staff. Pupils with special educational needs and/or disabilities (SEND) make good progress from their individual starting points because they receive effective support. Pupils’ spiritual, moral, social and cultural development is strong. Pupils are kind and thoughtful. They are very understanding of each other’s differences. Pupils’ behaviour is outstanding. They conduct themselves impeccably throughout the school day. They show great respect for each other and staff in the school. Pupils’ personal development and welfare are good. This is a friendly and happy school. Pupils care for each other and feel well supported by staff. Occasionally, written records of pupils’ welfare do not provide leaders with sufficient detail to inform their strategic overview of this work. The assessment of pupils’ learning in subjects across the wider curriculum is not as well developed as it is in English and mathematics. As a result, sometimes work is not matched precisely enough to pupils’ needs, particularly for the most able pupils. Most disadvantaged pupils make good progress from their starting points. However, the most able disadvantaged pupils do not achieve as well as others in English by the end of key stage 2.