|Name||St Nicholas Church of England Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 May 2019|
|Address||Fairfield Road, New Romney, Kent, TN28 8BP|
|Religious Character||Church of England|
|Number of Pupils||347 (47% boys 53% girls)|
|Number of Pupils per Teacher||20.2|
|Academy Sponsor||The Diocese Of Canterbury Academies Company Limited|
|Percentage Free School Meals||19.6%|
|Percentage English is Not First Language||2.8%|
Information about this school
The school joined the Aquila, Diocese of Canterbury Academies Trust on 1 June 2016, as a sponsored academy. The school is slightly larger than the average-sized primary school. The vast majority of pupils are White British. The proportion of pupils who attract the pupil premium is higher than the national average. The proportion of pupils with SEND is average. There is a small number of pupils with education, health and care plans. A new local governing body was constituted in January 2019, having taken over from an interim board appointed by the academy trust. Three members of the interim board are now governors. The school was inspected by SIAMS (Statutory Inspection of Anglican and Methodist Schools) in July 2018, when it was judged to be good with outstanding leadership and management.
Summary of key findings for parents and pupils
This is a good school This school is well led and managed. The highly effective headteacher, supported by senior leaders, aspires to ensure that all pupils have the best opportunities to achieve. A strong focus on responsibility and respect permeates the school. This is characterised by the very positive relationships that exist in the school. The quality of teaching is good. Teachers have high expectations of what pupils can achieve, and plan interesting lessons that capture pupils’ interest and imagination. As a result, pupils’ progress in reading, writing and mathematics is improving across the school. Outcomes are improving throughout the school, with more pupils achieving better standards, and increased numbers gaining higher levels of attainment in reading and writing. However, fewer pupils are reaching the higher levels in mathematics. Disadvantaged pupils, and those with special educational needs and/or disabilities (SEND), achieve well. Good-quality interventions ensure that these pupils get the extra help they need to catch up. The provision in early years is good. Children settle quickly, are taught well and learn in a safe and secure environment. The parent council offers significant support to help the school improve. As a result, there is a strong community atmosphere where parents really feel that their contributions are valued and acted upon. Pupils’ personal development is outstanding. Pupils have impeccable manners, are proud to be part of the school and have excellent attitudes to their learning. They show high levels of care for one another. Middle leaders are beginning to develop their roles and are effective in improving teaching. However, senior leaders recognise that middle leaders are not as yet fully accountable for their subjects or areas of responsibility. The curriculum meets effectively the needs of the pupils. Pupils enjoy the interesting topics on offer and enjoy visits that bring their learning to life. Leaders recognise that pupils have limited opportunities to use the skills they have developed in English and mathematics in other subjects. Pupils’ behaviour is outstanding. There has been a significant improvement in behaviour over time. Pupils behave exceptionally well in lessons, on the playground and when moving around the school.