|Name||South Avenue Primary School|
|Ofsted Inspection Rating||Good|
|Address||South Avenue, Sittingbourne, ME10 4SU|
|Religious Character||Does Not Apply|
|Number of Pupils||414 (49.5% boys 50.5% girls)|
|Number of Pupils per Teacher||25.2|
|Academy Sponsor||Fulston Manor Academies Trust|
|Percentage Free School Meals||29.1%|
|Percentage English is Not First Language||10.7%|
|Pupils with SEN Support||21.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (03 May 2017)
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Information about this school
South Avenue Primary converted to become an academy school in January 2014. When its predecessor school, South Avenue Infant School, was last inspected by Ofsted it was judged to be good overall. In September 2014, the school amalgamated with South Avenue Junior School. When the junior school was last inspected by Ofsted it was judged to be inadequate overall and requiring special measures. The school is part of the Fulston Manor Academies Trust. The current headteacher was appointed to lead the predecessor infant school in September 2013. She became the acting headteacher of the primary school when the infant and junior schools amalgamated and, subsequently, the substantive headteacher. South Avenue 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. Most pupils are of White British heritage. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils supported through the pupil premium funding 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 daily breakfast club. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.
Summary of key findings for parents and pupils
This is a good school The headteacher provides very effective leadership for the school. She has worked successfully and with great determination to create one school community after the amalgamation of the infant and junior schools. The headteacher is very ably supported by the assistant headteacher. They have developed a strong team of senior leaders who share the commitment and ambition to provide the best possible learning and personal experiences for pupils. There is a clear focus on ensuring that pupils develop as well-rounded individuals. Teaching, learning and assessment are good. As a result, pupils make good progress although it is a little uneven across the school. Teachers plan interesting lessons and activities and pupils enjoy their learning. Staff are encouraged and supported to increase and enrich their skills and practice to provide the best for pupils. The successful strategies to broaden pupils’ skills, knowledge and understanding are not used consistently in all classes. All groups of pupils learn well and make good progress from their starting points in a range of subjects as well as in reading, writing and mathematics. Leaders are rightly aware that the most able pupils, in particular, do not always make the progress they are capable of in order to reach higher standards in reading, writing and mathematics. Governors know the school well and contribute significantly to its strategic direction. They are supportive of the leadership of the school and challenge leaders on all aspects of the school’s performance. They have an in-depth knowledge of how well the school is performing. Children in the Reception classes get off to a good start. They make rapid progress from their starting points. They enjoy coming to school and are well taught, so they are ready to continue learning in Year 1. Pupils’ behaviour is good. Staff effectively support the few pupils who find managing their own behaviour more difficult. Pupils are friendly and polite and respectful of each other and adults. They feel safe and are well looked after. Pupils are increasingly reading for pleasure and with enjoyment. Leaders have correctly identified a continuing focus on the further development of pupils’ reading skills.