|Name||Shorne Church of England Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||04 October 2012|
|Address||Cob Drive, Shorne, Gravesend, Kent, DA12 3DU|
|Religious Character||Church of England|
|Number of Pupils||210 (53% boys 47% girls)|
|Number of Pupils per Teacher||22.3|
|Academy Sponsor||Aletheia Anglican Academies Trust|
|Percentage Free School Meals||2.4%|
|Percentage English is Not First Language||2.9%|
|Pupils with SEN Support||10%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Shorne School is an average-sized primary school, with more boys than girls. The proportion of pupils eligible for support through the pupil premium is well below the national average. The proportion of pupils who are from minority ethnic backgrounds is in line with schools nationally, as is the proportion of pupils who speak English as an additional language. The proportion of disabled pupils and those supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school because : Shorne School has effectively improved in all aspects of its work since its last inspection. Pupils make good progress throughout the school from their starting points in Reception, so that their attainment in the Key Stage 2 tests is above average. Teachers motivate pupils well, including the emphasis on encouraging pupils to work things out for themselves and the way in which pupils’ writing skills are developed through topic work. Pupils’ progress is checked regularly and well-targeted additional support effectively ensures that pupils of all abilities thrive. Behaviour in lessons and around the school is good. Adults are consistent in their approach with pupils, and relationships are positive and friendly. Because pupils know that they are looked after well, they feel safe and secure. The good curriculum engages pupils effectively and their well-being is underpinned by good spiritual, moral, social and cultural development. The headteacher has successfully established a positive climate where initiative is fostered and teamwork is strong. Senior leaders and the governing body use performance management effectively to improve teaching so that there are now examples of outstanding learning to form the basis for further improvement. It is not yet an outstanding school because : Teaching is good rather than outstanding. In a few lessons, pupils are not challenged to do more in the time available and they do not always follow up on the advice given in marking to enhance their learning. A few adults have not been fully trained in the teaching of reading so that there are some inconsistencies in the enunciation of sounds, mainly for less-confident older readers.