Dover, St Mary’s Church of England Primary School

About Dover, St Mary’s Church of England Primary School Browse Features

Dover, St Mary’s Church of England Primary School


Name Dover, St Mary’s Church of England Primary School
Website http://www.st-marys-dover.kent.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 06 December 2012
Address Laureston Place, Dover, Kent, CT16 1QX
Phone Number 01304206887
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 186 (50% boys 50% girls)
Number of Pupils per Teacher 20.3
Local Authority Kent
Percentage Free School Meals 22.6%
Percentage English is Not First Language 31.8%
Persisitent Absence 20.5%
Pupils with SEN Support 12%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

St Mary’s is an average-sized primary school. The large majority of pupils are of White British heritage. The proportion of pupils from minority ethnic backgrounds is above average. The largest group is of Eastern European heritage. The proportion of pupils whose first language is not English is above average and many pupils are at the very early stages of learning English. The proportion of disabled pupils and those who have special educational needs supported at school action is above average, as is the proportion supported at school action plus or with a statement of special educational needs. Their needs relate mainly to speech, language and communication difficulties. The proportion of pupils for whom the school receives additional funding (the pupil premium) is above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school uses no alternative provision. A daily breakfast club is provided.

Summary of key findings for parents and pupils

This is a good school. Since the previous inspection many aspects of the school have improved. Pupils make good progress from their starting points and achieve well, including in the Early Years Foundation Stage. Disabled pupils and those with special educational needs and pupils who are learning English make similar progress to others. Standards in English and mathematics have risen and are improving further. Teaching and learning are good and some is outstanding. Good relationships between teachers and pupils help pupils learn well. Pupils behave well in lessons and around the school. They are polite and caring. They have positive attitudes to learning and enjoy coming to school, as shown by their above-average attendance. Pupils say they feel safe in school, that they are not aware of any bullying, and that they are all treated fairly. The headteacher leads the school very effectively. She is well supported by governors. Regular and thorough checks are made on the quality of teaching and pupils’ achievement. Leaders quickly identify and support any teaching that does not meet their high expectations. It is not yet an outstanding school because : There is not enough outstanding teaching. Not enough pupils make outstanding progress. Sometimes lessons do not provide enough demanding work for more able pupils and so, on occasion, they do not always make the progress of which they are capable. Work in mathematics lessons is not always pitched at the right level for pupils of all abilities to the same degree as it is in English. There are not enough opportunities for pupils to use their literacy, and especially their numeracy, skills in other subjects across the curriculum.