| Name | Tenterden Infant School |
| Website | http://www.tenterdenprimaryfederation.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 | Recreation Ground Road, Tenterden, TN30 6RA |
| Phone Number | 01580762086 |
| Type | Academy |
| Age Range | 5-7 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | 143 (44.8% boys 55.2% girls) |
| Number of Pupils per Teacher | 15.0 |
| Academy Sponsor | Tenterden Schools Trust |
| Local Authority | Kent |
| Percentage Free School Meals | 20.3% |
| Percentage English is Not First Language | 4.4% |
| Persistent Absence | 10.1% |
| Pupils with SEN Support | 11.9% |
| Catchment Area Indicator Available | Yes |
| Last Distance Offered Available | No |
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Highlights from Latest Full Inspection (08 February 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 This two-form entry school is smaller than an average-sized school. The Early Years Foundation Stage comprises two Reception classes. There is also an on-site Children?s Centre. This is managed by an external provider and is inspected separately. Since the last inspection, the school has entered into a formal collaboration with its partner junior school in preparation for the hard federation of both schools from September 2012. A new executive headteacher, previously headteacher of the infant school, was appointed in September 2010. The school has developed the Early Years Foundation Stage outdoor learning area since the previous inspection. The largest group of pupils are of White British heritage. The proportion of pupils who are from minority ethnic heritages is well below average. There are no pupils who speak English as an additional language. The proportion of pupils known to be eligible for free school meals is well below average. The proportion of disabled pupils and those who have special educational needs is well below average. The school has achieved Healthy School status and ECO (Silver) awards. Key findings Tenterden Infant School is a good school with many notable strengths. It has improved well and has good capacity to be even better. Pupils feel very happy, hold extremely positive attitudes, feel very safe and clearly love learning. As a result, their behaviour is exemplary and characterised by excellent manners and courtesy. Under the good leadership of the executive headteacher, the school has continued to thrive. Children in the Early Years Foundation Stage get off to a good start, particularly in reading and writing. Pupils make at least good progress in their learning so that by the end of Year 2, pupils achieve well because the school has high expectations of them. Above average achievement, particularly in reading, has been sustained since the last inspection and progress in writing has accelerated because of the school?s significant focus on the development of literacy skills. Progress in mathematics is slower than in reading and writing. Teaching is good, and sometimes better, and regularly enthuses pupils. Nevertheless, in a very few lessons, particularly in mathematics, teachers do not always provide activities that extend and challenge pupils, use and extend number skills or develop problem-solving, in order to accelerate progress, particularly for the more able. Pupils? awareness of spiritual, moral, social and cultural issues and respect for diversity are promoted extremely well through special events, attractive school displays, charity fund-raising and community projects The headteacher and deputy headteacher are a dynamic partnership. They work well together to guide and support staff, and are determined to accelerate pupils? progress in mathematics. This has created confidence and a real sense of purpose amongst the whole school community. |
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