Setting

Catherine Logan Headteacher Twydall Primary and Nursery School Twydall Lane Gillingham Kent ME8 6JS

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School

Following my remote inspection with James Broadbridge, Her Majesty's Inspector (HMI), of your school on 3 and 4 February 2021, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken to provide education to all pupils during the current circumstances.

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School

This monitoring inspection was conducted under section 8 (2) of the Education Act 2005 (as amended) and in accordance with Ofsted's published procedures for visiting schools while routine inspections remain temporarily suspended. It was additional to the usual monitoring process for schools that are judged to have serious weaknesses.

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School

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, this monitoring inspection was carried out remotely. As such, the range of evidence available to inspectors was narrower than would normally be the case during an on-site inspection. As a result, this letter provides a more limited level of assurance than our usual monitoring reports.

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School

The inspection took place because the school was judged to have serious weaknesses at its previous section 5 inspection. The school’s most recent section 5 inspection took place in June 2018.

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School

Having considered all the evidence and taking into account the impact of COVID-19 on the school, I am of the opinion that at this time:

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Leaders and those responsible for governance are taking effective action

to provide education in the current circumstances. Ofsted

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Leaders and those responsible for governance are taking effective action

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Context

 Leadership and staffing have remained stable since the previous section 8 inspection. An interim advisory board was appointed in June 2020. More recently, seven new governors have been recruited.

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Context

 During the autumn term 2020, approximately 20% of pupils experienced periods of remote education because of COVID-19. This included all pupils in Years 2 and 6.

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Context

 At the time of this inspection, the school was open to vulnerable pupils and the children of key workers. Approximately 85% of pupils were learning remotely. Since 5 January, almost 50% of pupils with an education, health and care plan have been attending school. Currently, approximately 10% of pupils with special educational needs and/or disabilities (SEND) attend school.

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Context

 At the time of this inspection, leaders were not having to manage significant staff absence.

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Main findings

 You and your team have been quick to put in place a remote education offer for those pupils who are unable to attend school. Leaders are providing pupils with the necessary resources to help them access learning from home. Pupils who are currently attending school are set the same work as those working remotely.

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Main findings

 Leaders are supporting pupils’ continuing learning in a broad range of subjects such as art, science and history. Teachers are following the content and sequencing of lessons as set out in the school’s plans. Teachers consider individual pupils’ needs and adapt the curriculum where necessary.

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Main findings

 Leaders, including the trust, are supporting staff, pupils and parents in using the required technology by offering training and setting up an ‘IT hotline’, for example. Staff regularly monitor pupils’ engagement in their remote learning. They act swiftly to provide support to pupils.

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Main findings

 You, along with your staff, are committed to doing all you can to support the most vulnerable pupils. This includes regular welfare checks, supplying food to families as well as assisting pupils with access to the internet at home. Parents are very positive about the education and care that the school provides.

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Main findings

 The teaching of early reading remains a priority for the school. Leaders are ensuring that pupils in school and those working from home continue their phonics learning, including children who attend the school’s nursery. Staff are using their expert knowledge to help pupils who may have fallen behind with their reading. Pupils have remote access to books that help them practise the sounds they are learning. In key stage 2, leaders are beginning to focus on pupils’ vocabulary and grammar, both remotely and during lessons in school, to help with their writing.

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Main findings

 Leaders remain determined to continue supporting pupils with SEND and help them do as well as they can in their work. Leaders are arranging for these pupils to continue receiving the additional support they need, from the school and specialist services.

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Main findings

 The interim advisory board understand well the daily challenges that leaders are currently facing. They have assured themselves about the quality of education that pupils are receiving. Board members are insightful about the actions needed to drive improvement plans. They are continuing to provide measured support to help move the school from strength to strength. Plans to re-establish a local governing body in June 2021 are securely underway.

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Main findings

 The trust is providing external support centred on further developing the curriculum and improving the quality of teaching. Services provided by the trust, such as facilities, finance and human resources, have enabled school leaders to maintain pupils’ education in the current circumstances, while continuing their focus on improving the quality of education.

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Evidence

This inspection was conducted remotely. Inspectors held meetings with the headteacher, senior leaders, curriculum leaders, the chief executive officer of Rainham Mark Education Trust, members of the interim advisory board, pupils and staff to discuss leaders’ actions to provide education to all pupils during a national lockdown.

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Evidence

Inspectors also discussed and looked at samples of learning that are being delivered remotely, pupils’ work, and the responses to Ofsted’s staff survey and parent view.

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Evidence

I am copying this letter to the chair of the interim advisory board, chair of the board of trustees, the chief executive officer of the Rainham Mark Education Trust, the regional schools commissioner and the director of children’s services for Medway. This letter will be published on the Ofsted website.

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