Edenbridge Primary School

Inspection of Edenbridge Primary School High Street, Edenbridge, Kent TN8 5AB

p.1

Inspection dates: 11 and 12 October 2022

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

p.1

Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 11 and 12 October 2022

p.1

What is it like to attend this school?

Pupils come to Edenbridge Primary School full of enthusiasm. They are excited to learn and to tackle the challenges of the school’s ambitious curriculum. Pupils do well in a wide range of subjects. They are eager to talk about what they have learned.

p.2

What is it like to attend this school?

The school is a happy, welcoming place. Pupils are kind and friendly and they get along well. When they fall out with one another, which happens from time to time, teachers help them to sort this out quickly. Bullying is very rare. It is always taken seriously and dealt with effectively. Pupils are well looked after by staff and they feel safe.

p.2

What is it like to attend this school?

The ‘Pioneer Passport’ outlines the additional experiences that pupils will take part in during their time at the school. Visits to a farm, theatre, castle and museum, alongside the opportunity to display their artwork in a gallery, all enhance pupils’ broader development. Leaders make sure that all pupils benefit from this offer.

p.2

What is it like to attend this school?

Pupils play an active role in the school and the local community. Pupils feel that their contribution and their individuality are valued. They are proud of who they are, and of their school community.

p.2

better?

School and trust leaders have a clear, ambitious vision for the school. This is shared by all staff. The curriculum and the wider opportunities on offer reflect their high expectations for all pupils, including those with special educational needs and/or disabilities (SEND).

p.2

better?

Subject leaders have strong subject expertise. They are passionate about the subjects they lead. School and trust leaders have supported them to plan the curriculum. The content in each subject is logically sequenced, starting in the early years. In most subjects, the changes they have made are now embedded. In these subjects, children and pupils learn well. Teachers explain important concepts clearly. They question pupils well to deepen their understanding. Teachers plan activities for pupils to practise what they have learned and to revisit content in different ways. Pupils build on their prior learning well. They remember the most important knowledge.

p.2

better?

In a small number of subjects, leaders have not yet finalised the necessary changes to the curriculum. This means that pupils sometimes find it difficult to make links with what they have already learned. Leaders are well on the way to ensuring that all subjects are of the same high standard.

p.2

better?

The phonics programme is well established. There is a consistent approach to teaching children how to read, and teachers do this skilfully. Children get off to a strong start when learning phonics. Teachers in the early years plan enticing 11 and 12 October 2022

p.2

3

activities, both indoors and outside, for children to practise the sounds they have been taught. Children remember the sounds well. Pupils are confident to apply their phonics knowledge to read unknown words. Over time, their accuracy and fluency improve when reading. Pupils also develop a genuine love of books and reading. By the time they reach Year 6, pupils are confident, fluent readers.

p.3

3

Staff know individual pupils really well. Teachers routinely check what pupils have remembered of the curriculum. They work with leaders and other professionals to identify any barriers to learning, or additional needs, that pupils may have. Staff put in place the right additional strategies for pupils so they can keep up with their learning. The school’s nurture provision is used well to provide pupils with SEND the support they need to access the curriculum successfully.

p.3

3

Pupils learn about people from different backgrounds, faiths and cultures. Pupils are respectful of people’s differences. This is a school where diversity and difference are welcomed and celebrated. Pupils particularly enjoy discussing and debating ‘big questions’. Pupils are respectful of other people’s opinions and listen politely.

p.3

3

During lessons, pupils work diligently. They are highly engaged in their learning and find it interesting. Sometimes their excitement for learning can become a little noisy. Staff manage this effectively so that it does not escalate and interrupt learning. Any incidents of poor behaviour are managed well by staff. When necessary, leaders put in place additional strategies to help pupils manage their own behaviour. Leaders also take action to improve pupils’ attendance, when it becomes a concern.

p.3

3

Leaders have systems in place to record information about behaviour and attendance. However, they are not currently using these systems as effectively as they could. This means leaders are not making the most of the information to analyse whether the strategies they are using are having the desired impact.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is a strong culture of safeguarding throughout the school. All staff make pupils’ well-being and welfare their top priorities. Staff are vigilant in reporting any concerns to leaders. Leaders are rigorous in their response. They work as a team, coordinating their efforts and pooling their expertise. Leaders ensure pupils and their families get the help they need. Leaders consult with outside professionals when they need specialist advice and support.

p.3

Safeguarding

In assemblies, and personal, social and health education lessons, pupils learn about the potential risks they face. Pupils know how to keep themselves safe, including when online. 11 and 12 October 2022

p.3

(Information for the school and appropriate authority)

 Leaders are not yet using their systems for recording behaviour and attendance as effectively as they could be. This means that they are not always clear whether the actions they are taking are having the desired impact. Leaders need to use their systems to more forensically analyse any trends and patterns that may be emerging and to evaluate the impact of their work. This will help them to bring about further improvements.  In a small number of subjects, leaders have not yet embedded the changes they have made to improve the curriculum. This means that pupils sometimes find it difficult to make links with what they have already learned. Leaders need to finalise the changes they have made to the curriculum in these subjects and ensure they become embedded quickly.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 11 and 12 October 2022

p.4

School details

Website edenbridge.kent.sch.uk/kent/primary/ed enbridge Date of previous inspection Not previously inspected

p.5

Information about this school

 The school’s predecessor school, Edenbridge Primary School, was judged to be inadequate in November 2017. The school was subsequently sponsored by, and joined, The Pioneer Academy in July 2018.  The school does not currently use any alternative provision.  The school runs a breakfast and after-school club.  The school admits three-year-old children into the nursery provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 11 and 12 October 2022

p.5

6

 Inspectors met with the headteacher, senior leaders, staff and pupils. They also met with trust leaders from The Pioneer Academy, representatives from the governing body and a representative from the board of trustees.  Inspectors carried out deep dives in these subjects: art and design, early reading, history, mathematics, music and science. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors listened to some pupils read. Inspectors also spoke to leaders about the curriculum in some other subjects.  To inspect the school’s safeguarding arrangements, inspectors met with leaders responsible for safeguarding and looked at relevant documentation, staff recruitment checks and training records. Inspectors also talked to a range of staff and pupils.

p.6

6

 Inspectors met pupils from different year groups to talk about their learning and experiences at school.  The views of staff, pupils and parents were gathered through discussions and through Ofsted’s online surveys.

p.6

Inspection team

Leah Morgan, lead inspector Ofsted Inspector

p.6

Inspection team

Max McDonald-Taylor Ofsted Inspector 11 and 12 October 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7