Victoria Road Primary School


Name Victoria Road Primary School
Website http://www.victoriaroad.co.uk/
Ofsted Inspection Rating Good
Inspection Date 17 September 2014
Address Victoria Road, Ashford, Kent, TN23 7HQ
Phone Number 01233620044
Type Primary
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 209 (52% boys 48% girls)
Number of Pupils per Teacher 21.2
Local Authority Kent
Percentage Free School Meals 13.4%
Percentage English is Not First Language 19.6%
Persisitent Absence 8.1%
Pupils with SEN Support 12.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Victoria Road is smaller than the average-sized primary school. There is one class in each year group from Reception to Year 6. Most of the school’s pupils are of White British heritage and the remainder have a wide range of ethnic backgrounds. There are fewer pupils than average who speak English as an additional language. The proportion of pupils supported by the pupil premium (extra funding for pupils known to be eligible for free school meals and children in local authority care) is above average. The proportion of disabled pupils and those who have special educational needs supported at school action is above average and those supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school is a member of a collaborative local hub of nine schools.

Summary of key findings for parents and pupils

This is a good school. Leaders and teachers both ensure that Victoria Road is a happy and welcoming school. It is well ordered and this helps to generate a calm and purposeful environment. The headteacher’s determined leadership and focus on improving teaching have rapidly raised standards since the last inspection. The governing body is effective; governors and staff share the headteacher’s ambitions for pupils’ success. Senior leaders work together and in collaboration with other schools to plan carefully and implement effective practice. The majority of pupils achieve well because : teachers plan suitable work for them. Pupils who find learning difficult receive carefully organised support. Senior leaders communicate high expectations and ambition which ensures that pupils are supported to make progress. Senior and middle leaders check pupils’ progress frequently and put in place targeted support to ensure all pupils keep on track. The Early Years Foundation Stage is well organised and activities are carefully planned. Children settle quickly and respond well to adult support. Teaching is good, and in some cases, outstanding. Teachers’ outstanding marking helps pupils to know exactly how well they have done and what they can do to improve. Subjects are linked imaginatively across the curriculum and to additional activities such as school trips. This results in enjoyable and stimulating lessons. Pupils feel safe, are proud of their school, like their teachers and enjoy learning. They behave well and are caring and considerate towards each other. The school’s leaders monitor the quality of learning, follow pupils’ progress carefully and ensure that extra support for pupils is effective. It is not yet an outstanding school because : Teachers do not always give pupils work which is hard enough. This is particularly the case with some of the most-able pupils. As a result they sometimes do not achieve as well as they should. In a small number of lessons, teachers do not make it sufficiently clear to pupils what they are expected to learn in the lesson and how much they are expected to complete in the time available.