Cuxton Community Infant School

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Cuxton Community Infant School

Name Cuxton Community Infant School
Ofsted Inspection Rating Good
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 31 January 2011
Address Bush Road, Cuxton, Rochester, Kent, ME2 1EY
Phone Number 01634337720
Type Primary
Age Range 5-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 171 (48% boys 52% girls)
Number of Pupils per Teacher 27.0
Academy Sponsor The Primary First Trust
Local Authority Medway
Percentage Free School Meals 8.2%
Percentage English is Not First Language 3.5%
Persisitent Absence 5.8%
Pupils with SEN Support 4.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a small infant school. Most pupils are from White British backgrounds. The proportion of pupils known to be eligible for free school meals is below average. The school has a well above average proportion of pupils with special educational needs and/or disabilities. These pupils have a wide range of needs, including speech and language, behavioural and emotional, and physical difficulties. Children in the Early Years Foundation Stage are taught in two Reception classes. The school has received several awards including the Activemark and the Basic Skills Quality Mark. The breakfast club is run by an external provider and was not part of this inspection.

Main findings

This good school provides outstanding care, guidance and support for its pupils, enabling them to feel exceptionally safe and to grow in confidence. Almost all parents are extremely pleased with the school and typically make comments such as, ’I’m delighted my children are being educated in such a positive environment’ and ’My children have always been happy at the school, which gives me a lot of confidence.’ Children make a good start to their education in the Reception classes, particularly in their personal, social and emotional development. In Years 1 and 2, pupils continue to learn quickly because their progress is tracked rigorously, and imaginative teaching helps them to want to learn. Pupils make good progress in most lessons, although occasionally pupils are set tasks that are insufficiently purposeful or challenging, and when this happens, they do not learn as quickly as usual. Pupils’ attainment is broadly average by the end of Year 2. A recent whole-school focus on developing writing has ensured that girls and boys are inspired to do their best, and attainment has risen to above average in this aspect of English. In mathematics, pupils are not always quick or accurate when carrying out mathematical calculations. The school has increased the frequency of mental mathematics sessions to boost pupils’ skills and confidence, but there are occasions when not all pupils are fully involved. In addition, marking in mathematics is not always followed up quickly enough so that pupils can improve their work straight away. Pupils are polite and friendly, and enjoy helping others in school and the local area. Pupils with special educational needs and/or disabilities are identified quickly and given good support, enabling them to make good progress from their starting points. There are good procedures for self-evaluation that enable the strongly committed leaders, including the governing body, to have an accurate understanding of what needs to be done next to improve the school even further. Procedures for keeping pupils safe are outstanding, and all members of staff know, and take responsibility for, looking after all pupils. Consequently, the school operates as a happy and caring family community. Leaders have been successful in improving standards in writing, including amongst the boys, and have well-advanced plans to raise attainment further in mathematics, demonstrating the school’s good capacity to improve.