|Name||Horsted Infant School|
|Ofsted Inspection Rating||Outstanding|
|Address||Barberry Avenue, Chatham, ME5 9TF|
|Religious Character||Does Not Apply|
|Number of Pupils||178 (55.6% boys 44.4% girls)|
|Number of Pupils per Teacher||20.2|
|Percentage Free School Meals||6.7%|
|Percentage English is Not First Language||5%|
|Pupils with SEN Support||11.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (28 June 2016)
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
Horsted Infant School is smaller than the average-sized primary school and located in a residential area of Chatham. The school is federated with Horsted Junior School and the schools share the same site. An executive headteacher leads both schools and there is a single governing body. The executive headteacher joined the school in September 2011 and the deputy headteacher was appointed to the role shortly afterwards. A large majority of pupils at the school are White British, although there is an increasing number from a variety of minority ethnic groups. Fewer than 10% of pupils are disadvantaged and eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals or who are looked after by the local authority). This is well below the national average. The proportion of pupils who have special educational needs and/or disabilities is below the national average. Very few pupils join and leave the school throughout the year and the number of pupils on roll has reached the capacity of the school. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is an outstanding school The executive headteacher provides outstanding leadership, supported by highly able leaders. Leaders have very high expectations of staff and inspire all to give their best for the pupils. Consequently, there is a culture of ambition and aspiration for pupils’ futures. Pupils make exceptional progress, from the Reception Year to the end of Year 2, across all subjects. Nearly all pupils reach the standard expected for their age by the time they leave the school and many pupils reach the highest levels of attainment. Pupils are very well prepared for the next stage of their education. Disadvantaged pupils make excellent progress so they achieve as well as their classmates. Staff know what pupils can do and understand in great depth, and use this information to precisely target pupils’ next steps. As a result, pupils make rapid progress. Teachers are quick to target and support any pupils who are left behind to help them quickly catch up. Teaching is outstanding because teachers are reflective about what they do well, and what they could do to make learning even better for pupils. Teachers’ very secure subject knowledge is used superbly to engage, challenge and support pupils. Pupils’ behaviour is outstanding. They are polite, considerate and mature, both in their attitudes to each other and in their approach to learning. As a result, pupils feel safe to learn and take risks. Pupils thrive because they are exceptionally well looked after in a nurturing and encouraging environment that puts them first. Hence, they are compassionate and empathetic to each other and model British values extremely well. Strong spiritual, moral, social and cultural development, that threads through the school’s curriculum and ethos, allows pupils to be very well prepared for the next stage of their education. The engaging curriculum engrosses pupils in learning. Pupils’ interests and imagination are captured by stimulating topics which start with ‘wow’ moments and are supported by exciting trips and interesting visitors. Children make an outstanding start to their education because of the exceptional care, and the opportunities they have to build skills across all areas of learning in the early years. Parents are overwhelmingly positive about all aspects of the school’s work. Governors support the drive for ongoing improvement very effectively.