St Simon of England Roman Catholic Primary School, Ashford

About St Simon of England Roman Catholic Primary School, Ashford Browse Features

St Simon of England Roman Catholic Primary School, Ashford


Name St Simon of England Roman Catholic Primary School, Ashford
Website http://www.st-simon.kent.sch.uk
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.
Address Noakes Meadow, Ashford, TN23 4RB
Phone Number 01233623199
Type Academy
Age Range 5-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 203 (48.3% boys 51.7% girls)
Number of Pupils per Teacher 19.1
Academy Sponsor Kent Catholic Schools' Partnership
Local Authority Kent
Percentage Free School Meals 17.7%
Percentage English is Not First Language 50%
Persistent Absence 3.2%
Pupils with SEN Support 8.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (22 March 2012)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
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.

Information about the school

St Simon of England is smaller than the average-sized primary school. The large majority of pupils are from White British backgrounds. The next largest group is from any other White backgrounds. The proportion of pupils who speak English as an additional language has increased considerably since the previous inspection and is above average. The proportion of pupils known to be eligible for free school meals is below average. The proportion of disabled pupils and those who have special educational needs and supported by school action is above average. The proportion that is supported by school action plus or a statement of special educational needs is below average. These needs relate mainly to speech, language and communication or behavioural, social and emotional difficulties. Provision is made for the Early Years Foundation Stage in a Reception class. The school has recently been accredited as a Bike It school. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress.

Key findings

St Simon is a good school. Effective leadership has ensured that pupils? progress is now good and standards are rising. It is not outstanding school, because : attainment in mathematics is not a high as in other subjects and on occasion, pupils? learning, particularly that of more-able pupils, is not fully extended and pupils are not clear about how well they are doing or how to improve. All groups of pupils achieve well. The school has correctly identified a continuing focus to improve pupils? attainment in mathematics, which is weaker than it is in English. Teaching is good because lessons are well planned, inspiring and motivating. In mathematics lessons, the effective use of a good range of resources is not consistent across the school and work is not always precisely matched to pupils? needs because of the current organisation of teaching groups. Pupils have good attitudes to learning and enjoy school. This is reflected in their attendance, which is above average. Good behaviour makes a positive contribution to pupils? learning and a well-ordered, happy school. Leaders, including members of the governing body, share high aspirations and ambitions for the school?s future. Targets for the performance of all staff are well linked to school priorities and the monitoring of teaching is clearly focused on learning. Where weaknesses are identified, effective support is given.