|Name||Regis Manor Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 March 2018|
|Address||Middletune Avenue, Milton Regis, Sittingbourne, Kent, ME10 2HT|
|Religious Character||Does Not Apply|
|Number of Pupils||475 (47% boys 53% girls)|
|Number of Pupils per Teacher||22.8|
|Academy Sponsor||Swale Academies Trust|
|Percentage Free School Meals||21.1%|
|Percentage English is Not First Language||9.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Regis Manor Primary School is sponsored by Swale Academies Trust, having joined the trust in June 2011. Swale Academies Trust delegates governance to a local governing body in the school. This is a larger than average-sized primary school. The early years incorporates a Nursery for three- and four-year-old children, and two Reception classes for four- and five-year-old children. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils who speak English as an additional language is below the national average. The school provides a breakfast club on its site. The school meets the government’s current floor standards. These standards set the minimum expectations for pupils’ outcomes in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The executive headteacher and her team have high expectations and are ambitious for their children and pupils. Senior leaders and governors have a good understanding of the school’s strengths and weaknesses and are focused on school improvement. Governors and the Swale Academies Trust provide effective support and challenge for school leaders. Teaching and learning across the school are good. Learning is made interesting and relevant for pupils. They work hard and are motivated to do well. Overall, current pupils make good progress in their learning across the curriculum, including in reading, writing and mathematics. Children in the early years have a good start to their education. Effective teaching and learning, and supportive, caring relationships, ensure that children learn well and make good progress. Pupils’ spiritual, moral, social and cultural development are promoted well. The school’s curriculum is varied and engaging. Pupils have regular opportunities to apply their writing skills across the curriculum. They do not, however, apply their skills to a high enough standard. Pupils conduct themselves well. They are polite and friendly and value the support that they receive from their teachers and friends. Pupils feel safe. They know how to keep themselves safe online and bullying is rare. Sometimes teachers do not plan learning that is sufficiently challenging for all pupils. When this happens, progress slows. Although rates of attendance have increased, improvements are not happening quickly enough. Too many pupils are disadvantaged by persistent absence. Although communication with parents and carers has improved, several parents would like to be better informed of their child’s progress and of school events.