The Pilgrim School (A Church of England Primary With Nursery)

About The Pilgrim School (A Church of England Primary With Nursery) Browse Features

The Pilgrim School (A Church of England Primary With Nursery)

Name The Pilgrim School (A Church of England Primary With Nursery)
Ofsted Inspection Rating Outstanding
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.
Inspection Date 17 March 2015
Address Warwick Crescent, Borstal, Rochester, Kent, ME1 3LF
Phone Number 01634335959
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 224 (45% boys 55% girls)
Number of Pupils per Teacher 18.9
Academy Sponsor The Pilgrim Multi Academy Trust
Local Authority Medway
Percentage Free School Meals 11.1%
Percentage English is Not First Language 3.6%
Persisitent Absence 3.8%
Pupils with SEN Support 17.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The Pilgrim School is an average-sized primary school. There is a part-time Nursery and a full-time Reception class in the early years provision. Most pupils are of White British heritage. The proportion of pupils for whom the school receives the pupil premium is broadly average. This is additional funding for disadvantaged pupils known to be eligible for free school meals and children who are looked after. The proportion of disabled pupils and those who have special educational needs is above average. These pupils are not evenly distributed across year groups. The headteacher is supporting four other schools in the local area. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is an outstanding school The outstanding leaders, managers and governors are having a very positive impact on teaching and pupils’ progress. Leaders are not complacent and the school continues to improve very quickly. Leaders at all levels, including the governors, are passionate about the school and put the pupils’ achievement and well-being first in all they do. The headteacher and other leaders provide very effective support for other schools in the local area. Governance is highly effective. Governors are proactive in suggesting improvements and are fully involved in checking up on how well the school is doing. The school has an outstanding partnership with its parents. Parents are delighted with the school and feel very well informed. Pupils’ behaviour is exemplary. They are exceptionally keen to learn and are very kind and caring. There are exceptionally thorough systems for protecting the pupils and keeping them safe. As a result, pupils feel very safe and are very knowledgeable about how to stay safe. The exciting and purposeful curriculum ensures that pupils are very keen to come to school and to learn. There is excellent provision for pupils’ spiritual, moral, social and cultural development, enabling pupils to become well-rounded and thoughtful young citizens. The school promotes British values, such as tolerance and respect, especially well because : members of staff are excellent role models and expectations for behaviour are very high. Excellent teaching motivates the pupils to learn. The teachers’ very good subject knowledge is shared very well with the pupils. Children have an exceptionally good start to their education in the early years provision. They make outstanding progress and are especially enthusiastic about learning outside in the ‘Forest School’. Pupils’ achievement is outstanding. They make excellent progress across the school from their different starting points. The school includes disadvantaged pupils, disabled pupils and those who have special educational needs, exceptionally well in all activities, enabling them to be very successful.