|Name||Sussex Road Community Primary School|
|Ofsted Inspection Rating||Good|
|Address||Sussex Road, Tonbridge, TN9 2TP|
|Religious Character||Does Not Apply|
|Number of Pupils||443 (52.4% boys 47.6% girls)|
|Number of Pupils per Teacher||23.0|
|Percentage Free School Meals||9%|
|Percentage English is Not First Language||15.7%|
|Pupils with SEN Support||11.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (22 November 2016)
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.
Information about this school
The school meets requirements on the publication of specified information on its website. The school met the 2015 floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The headteacher and deputy headteacher initially took their interim roles in January 2014. The headteacher was appointed to her substantive role in September 2014. The chair of the governing body took up post in January 2016. Sussex Road is much larger than the average-sized primary school. There are two classes for each year group, apart from Year 1 which has three. The school took an additional class in 2015. The proportion of pupils receiving support through the pupil premium is lower than seen nationally. The proportion of pupils who have special educational needs and/or disabilities is broadly similar to that seen nationally.
Summary of key findings for parents and pupils
This is a good school Leaders know their school well. Leaders are highly ambitious for all pupils and have clear plans to make the school even better. Governors are effective in holding leaders to account for the quality of education that pupils receive. Governors are highly evaluative of their own work and the impact they have on the school. Leaders have significantly improved the quality of teaching and learning over the last two years. Teachers know pupils well and planned learning builds on what pupils know and can do. Current pupils, including those who have special educational needs and/or disabilities and those who are disadvantaged, make good progress from their starting points. Disadvantaged pupils in key stage 2 who did not achieve well enough in key stage 1 are making accelerated progress. Differences are diminishing. Children in the early years, including those who are disadvantaged, make good progress and achieve well. Pupils behave well in classrooms and around the school. Relationships between adults and pupils are warm and respectful. Outdoor learning opportunities have a positive impact on pupils’ personal development, including the most vulnerable. The curriculum is broad and balanced. However, leaders recognise that work in subjects other than English and mathematics is not as engaging as it could be. The wider curriculum is not having a significant impact on raising standards in literacy and numeracy. Not enough disadvantaged pupils are working at greater depth in their learning in key stage 2. Leaders have clear targets and additional support in place to achieve this. It is too soon to see the impact. In 2016, not enough key stage 2 pupils made good progress in mathematics from their starting points.