|Name||Margate, Holy Trinity and St John’s Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 November 2017|
|Address||St John’s Road, Margate, Kent, CT9 1LU|
|Religious Character||Church of England|
|Number of Pupils||396 (48% boys 52% girls)|
|Number of Pupils per Teacher||21.8|
|Percentage Free School Meals||29.5%|
|Percentage English is Not First Language||28.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is larger than the average-sized primary school. There are two classes in each year group. There is provision for the early years in two Reception classes, which children attend full time. The large majority of pupils are of White British heritage. Smaller proportions of pupils are from a range of minority ethnic backgrounds. The proportion of pupils who speak English as an additional language is above average. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of pupils supported through the pupil premium is above average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school provides a free daily breakfast club. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher and deputy headteachers provide a strong and effective senior leadership team. The headteacher’s vision and aspirations for the pupils are shared by all staff. The curriculum is exciting and stimulating and motivates pupils to learn well in a range of subjects. It successfully meets their needs as well as their interests. A good range of enrichment activities promotes pupils’ personal development as well as their academic achievement. Teaching and learning are typically good across the school. Consequently, progress is improving for all groups of pupils including those who are disadvantaged, those who have special educational needs (SEN) and/or disabilities and those who speak English as an additional language. Teachers generally have high expectations, plan motivating activities that capture pupils’ interest in learning and challenge them to achieve well. Occasionally, expectations of the most able pupils are not as high as they might be. The most effective and successful teaching and learning could be shared more widely across the school to ensure greater consistency. Pupils’ attainment is stronger in reading than writing. Reading is a strength of the school. Pupils’ writing is often creative and imaginative, but they do not consistently use accurate grammar and punctuation to enhance the quality of their writing. Pupils’ attainment in mathematics is currently improving and they are making good progress. Children, currently in Reception, are having a good start to their school lives. They thrive in an exciting and stimulating environment and make good progress from their starting points. Pupils are enthusiastic about learning and enjoy being at school. They are friendly and polite, and behave well. Pastoral care is strong, so pupils are well looked after and nurtured. Pupils uphold the school’s values well. Governors share senior leaders’ vision and ambition for pupils. They know the school well and hold leaders to account for the school’s performance.