|Name||Great Chart Primary School|
|Ofsted Inspection Rating||Outstanding|
|Address||Hoxton Close, Singleton, Ashford, TN23 5LB|
|Religious Character||Does Not Apply|
|Number of Pupils||420 (52.9% boys 47.1% girls)|
|Number of Pupils per Teacher||22.3|
|Percentage Free School Meals||15.5%|
|Percentage English is Not First Language||15%|
|Pupils with SEN Support||7.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (15 March 2016)
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Information about this school
Great Chart Primary School is a larger than average-sized primary school. The school meets the government?s floor standards, which are the minimum expectation for pupils? attainment and progress in reading, writing and mathematics at the end of Year 6. The large majority of pupils are of White British heritage. The school has a smaller than average proportion of pupils who come from minority ethnic groups or who speak English as an additional language. The proportion of disadvantaged pupils supported by the pupil premium (additional government funding) is lower than the national average. Early years provision is full time in Reception.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher leads the school exceptionally well. Since her appointment, the school has made rapid progress to become outstanding. Leadership at all levels is extremely effective. Senior leaders know the school well and are clear about their responsibilities. Middle leaders are very capable and trusted to lead in their individual areas of responsibility. Because of this, they have a very positive impact on the quality of teaching and learning. Governors carry out their role in a very effective manner. They have ensured that school leaders focus on the right priorities for improvement. Teachers have high expectations of behaviour and the progress pupils make. Because of this, pupils? attitudes to learning are overwhelmingly positive, in turn ensuring that teachers are able to teach and rarely have to worry about poor behaviour. Pupils know how to improve their work because : teachers and support staff afford great importance to this aspect of learning. The standards pupils achieve as they move through the school are much higher than those seen nationally. The hard work and dedication of non-teaching support staff ensures that pupils and teachers benefit from a school environment which is safe and extremely conducive to learning. Teachers ensure that pupils of all abilities are challenged well. They constantly assess pupils? understanding and are not afraid to reshape their teaching if required. Because relationships between pupils and staff are so strong, pupils are not afraid to have a go and make mistakes. Pupils understand that success comes through working hard. Pupils make very strong progress. Their outcomes in reading, writing and mathematics are consistently better than those seen in most schools nationally. Disadvantaged pupils do well. Their progress and attainment is better than that of other pupils nationally, although doesn?t yet match that of other pupils in the school. Because of the high quality of leadership and provision that matches their needs well, children in the early years foundation stage benefit from an excellent start to their education. Pupils enjoy coming to school. Attendance is very good and much better than that seen in many schools nationally. The school collaborates well with other local schools, but leaders should consider sharing the many strengths of the school more widely.