Valley Invicta Primary School At East Borough

About Valley Invicta Primary School At East Borough Browse Features

Valley Invicta Primary School At East Borough


Name Valley Invicta Primary School At East Borough
Website http://www.east-borough.kent.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 07 May 2015
Address Vinters Road, Maidstone, Kent, ME14 5DX
Phone Number 01622754633
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 452 (51% boys 49% girls)
Number of Pupils per Teacher 24.3
Academy Sponsor Valley Invicta Academies Trust
Local Authority Kent
Percentage Free School Meals 10.4%
Percentage English is Not First Language 29.2%
Persisitent Absence 4.3%
Pupils with SEN Support 4.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

This is a larger-than-average primary school. Children in the early years start school at age four and attend full time. They are organised into two Reception classes. The proportion of disadvantaged pupils supported by the pupil premium is below that found in schools nationally. Pupil premium funding is money provided by the government to give extra support to pupils who are known to be eligible for free school meals or who are looked after by carers who are not their parents. Most pupils come from White British backgrounds. One fifth comes from a wide range of minority ethnic groups. Some are at an early stage of learning to speak English. The proportion of disabled pupils and those with special educational needs is broadly similar to the national average. The school meets current floor standards set by the government, which are the minimum expectations for pupils’ attainment and progress. Since the previous inspection there have been a number of staff changes. The number of pupils who are new to speaking English has risen rapidly in the early years and Key Stage 1. Some come from Nepal. The proportion of pupils who are disabled or who have special educational needs has increased. The school has joined Consortium F, a group of nine schools that share expertise to raise standards. The school provides accommodation for one class from Five Acre Wood, a local special school. Governors are responsible for the before- and after-school club, ‘School’s Out’.

Summary of key findings for parents and pupils

This is a good school. Senior leaders and governors have been relentless and highly successful in raising the quality of teaching so that it is good and improving strongly, especially in the older year groups. Pupils’ achievements are rising rapidly and are much higher than at the time of the previous inspection. At the end of Key Stage 1 and Key Stage 2, attainment is above the national average. Some pupils in Year 6 are working at levels well above those expected of them in reading, writing and mathematics. Children in the early years enjoy a rich range of activities that enable them to achieve well. The teaching of writing has improved significantly. Teachers use imaginative methods to capture pupils’ enthusiasm so that they use a wide range of vocabulary to write creatively. Mathematics is taught well. Pupils are confident in their ability to identify patterns in numbers and to select a range of methods and resources to help them to work accurately. Skilled and knowledgeable support helps disabled pupils and those with special educational needs to make good progress. Pupils who speak English as an additional language do well in Key Stage 2. Most pupils have good attitudes to learning. They take pride in presenting their work neatly. Their behaviour and attitudes are often exemplary in Years 5 and 6. This contributes to the higher levels of achievement. Pupils say they feel extremely safe. Through training and participation in a research project, leaders and managers at all levels have developed their skills very effectively. All share the ambition for pupils to achieve highly. Procedures to monitor and evaluate the school’s effectiveness and eradicate weaknesses are robust. Regular visits to review the impact of developments make sure that governors are extremely knowledgeable about the school. They offer high levels of challenge and support to bring about a rise in achievement, and ensure the school plays an important role in the community. They also ensure the school’s arrangements for safeguarding pupils are exemplary. It is not yet an outstanding school because : Some of the most able pupils in Years 1, 3 and 4 are not always challenged to reach the high levels of attainment of which they are capable in writing and mathematics. This affects their attitudes to their work. While young pupils who are new to speaking English attend sessions that help them to communicate their needs, they are not supported well enough in lessons in the early years and in Key Stage 1.