Setting

Ms R Chinnadurai Headteacher Bridge and Patrixbourne Church of England Primary School Conyngham Lane Canterbury CT4 5JX

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Education act 2005 to Bridge and Patrixbourne Church of England Primary

Following my visit to your school on 18 April 2013, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report on the findings of my visit. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Education act 2005 to Bridge and Patrixbourne Church of England Primary

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in January 2013. It was carried out under section 8 of the Education Act 2005.

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Evidence

During the visit, meetings were held with the headteacher and deputy headteacher, members of the governing body and a representative of the local authority. The school improvement action plans were evaluated. A range of documentation was reviewed, including records of monitoring of the quality of teaching and analysis of pupils’ attainment and progress. The HMI was taken on a tour of the school by the headteacher and brief visits were made to all classes.

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Context

There have been no significant changes in the context of the school since the inspection of January 2013. Tribal 1–4 Portland Square Bristol BS2 8RR T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0117 311 5323 Direct email :suzy.smith@triblagroup.com

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Main findings

The school action plans written after the inspection of January 2013 are accurately targeted on the areas for improvement. Each plan is ‘layered’ to indicate clearly what must be done at whole school level, individual class level and at governing body level. Time-frames are explicit as are the roles of the governing body and senior leaders in monitoring and evaluating progress towards specified outcomes. Each plan is succinct and focuses on increasing pupils’ achievement through further raising the quality of teaching and strengthening leadership and governance.

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Main findings

Senior leaders routinely and constructively monitor the quality of teaching. Feedback is provided, with strengths and improvements required identified, although written feedback is sometimes overly detailed. Where weaker teaching exists it is being directly addressed. Recent monitoring indicates improvements in the quality of planning for different groups of pupils and in the marking of workbooks which is beginning to provide clearer guidance to pupils on how to improve their work further. Staff training, including weekly staff meeting time, is being used to extend teachers’ understanding and skill in a range of practices, including assessment processes. As a result teachers are gaining a clearer view of what constitutes good and outstanding progress for pupils, teaching is improving and pupils are progressing more quickly.

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Main findings

Pupil progress meetings ensure all teachers know exactly the targets they are working towards. Teachers now know about the progress of all pupils within their year group and through the school as a whole rather than simply their own class. There is an understanding of individual and collective accountability for pupils’ achievements. Data is now analysed in greater detail by senior leaders and governors and is well-understood.. Governors experienced in interpreting data, make thorough checks on the schools performance and monitor pupils’ achievements. Actions, for example additional support for pupils who have made less-than- expected progress are planned arising from such data analysis

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Main findings

A comprehensive review of governance has recently been completed. It acknowledges that governors do possess the necessary skills to carry out their duties effectively, although some training needs remain. Currently, governors hold a clear view of the strengths of the school and areas for improvement. Governors can identify ‘improvements on the ground’ arising from actions taken since the previous inspection. The governors’ action plan provides a clear direction for further development and minutes of meetings illustrate appropriate challenge levelled at school leaders. Governors hold effective dialogue with parents and ensure that parental views are sought and taken into consideration. An appropriate sense of ambition exists throughout the school.

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Main findings

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. Following the visit to the school, HMI recommend that further action is taken to:

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PROTECT-INSPECTION

 ensure that additional support programmes planned are run regularly according to the proposed timetable  ensure robust levelling is used as a tool to consistently challenge and raise standards in all year groups  ensure that teachers’ marking is accessible to the pupils and that suggestions for improvement are explicit, are responded to at the time and in future pieces of work  provide opportunities for teachers to develop their understanding of good and outstanding practice by observing colleagues in school and by visiting other schools judged ‘outstanding’.

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PROTECT-INSPECTION

Ofsted will continue to monitor the school until its next section 5 inspection.

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External support

The school and local authority are working positively and with determination to secure necessary improvements. In recent years the local authority has provided ‘light touch’ support to the school. More recently, the school requested advice as a result of concerns identified during their own evaluation processes. The local authority has stepped up support including through providing advice to the headteacher, reviewing data and carrying out joint lesson observations. The local authority review of governance and ensuing report and action plan were thorough and very helpful in identifying the way ahead. The local authority has further agreed to broker visits to other schools who can demonstrate outstanding teaching, levelled planning and best practice in marking.

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External support

I am copying this letter to the Chair of the Governing Body and the Director of Children’s Services for Kent Local Authority and as below.

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