Ide Hill Church of England Primary School

Inspection of a school judged Good for overall effectiveness before September 2024: Ide Hill Church of England Primary School Sundridge Road, Ide Hill, Sevenoaks, Kent TN14 6JT

p.1

Outcome

Ide Hill Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Pupils bubble with excitement when they talk about their opportunities at this happy and friendly school. They say that staff make their learning fun. Pupils benefit from a wide range of clubs and activities, such as forest school. They enthusiastically describe how they learned to protect eggs from breaking in science club and how they put together comic strips, quizzes and articles for the ‘Ide Hill News’ in newspaper club.

p.1

What is it like to attend this school?

Pupils know that they are expected to work hard and behave well. Mostly, they rise to these high expectations and achieve well, particularly in English and mathematics. The school is a calm and settled place in which to learn.

p.1

What is it like to attend this school?

The school’s values of respect, love, and responsibility thread through every aspect of the pupils’ experience. Children start to learn about these as soon as they start in Reception. Older ‘buddies’ model these values to the younger children. As a result, pupils behave well across the school. Relationships across the school are warm, nurturing and kind.

p.1

What is it like to attend this school?

Parents are positive about the school. They like the community feel. One parent captured the views of many in describing the school as being like a ‘second home’. Parents say that their children, ‘skip into school each day’.

p.1

What does the school do well and what does it need to do better?

Recent changes in leadership have united staff in renewed ambition to strive for the very best provision for pupils across the whole curriculum. Clear systems have been put in place to deliver on this. Where work is well underway, such as in developing pupils’ 17 December 2024

p.1

2

writing skills, strong impact can already be seen. Staff are enthusiastic about the training and support they are being given to implement the changes, including consideration of their workload. Morale is high across the school.

p.2

2

The school’s curriculum is well sequenced and effectively builds from Reception to Year 6. This ensures pupils build their learning on secure understanding of what they have learned before. Staff carefully check what pupils are learning and address any gaps or misconceptions. Pupils with special educational needs and/or disabilities (SEND) have their needs carefully identified. Skilled staff put adaptations in place so that pupils with SEND can access the curriculum and are successful.

p.2

2

In English and mathematics pupils learn the intended curriculum and achieve well. However, some pupils do not always remember key knowledge as well in all other subjects. In history and geography, for example, sometimes pupils remember the exciting experiences they have had, but not the important knowledge that they need to build their next learning on. The school are aware of this and are in the process of reviewing and refining curriculum content to help ensure that learning activities are more closely matched to what pupils need to know and remember.

p.2

2

Reading is at the heart of the curriculum. Pupils learn to read quickly. Staff are well trained in delivering phonics right from the start. Pupils are excited by their growing ability to recognise and blend together sounds. They delight in spotting these in their reading. Any pupils who struggle or start to fall behind are quickly identified and given the help they need to catch up quickly. This helps pupils to read well.

p.2

2

Children in the Reception Year quickly learn to work and play nicely with each other. Staff foster joy and laughter throughout the day. Children are well supported at every opportunity to take turns, play cooperatively and to develop their language skills. As pupils move up through the school, these strong social and communication skills are carefully developed. Pupils are articulate, polite and kind to each other. They help each other resolve any problems and behave well.

p.2

2

Pupils value their education. They are keen to come to school and they attend regularly. The school monitors attendance closely. Any barriers to regular attendance are quickly identified. The school works in partnership with parents and carers to address these and ensure that pupils are in school.

p.2

2

Pupils’ personal development is carefully considered. Pupils benefit from regular opportunities to develop their opinions and discuss their ideas about a wide range of topics. They do this maturely, describing how sometimes they have ‘polite disagreements’. The school ensures that pupils have plenty of opportunities to learn about life outside of Ide Hill. Trips to London help pupils to compare urban and rural living. Pupils are taught about a wide range of cultures and beliefs. They are tolerant and respectful towards the views of others. 17 December 2024

p.2

3

Governors provide the school with the challenge, support and resources to deliver its ambitious vision. They know the school well and make sure that everyone is working together in the best interests of children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Key knowledge and skills are not yet consistently well highlighted and connected to deepen learning in all subjects across the wider curriculum. This means that pupils do not attain as well in these subjects as they could. The school should continue to train and support staff to plan learning opportunities across the wider curriculum that align closely to what the school expects pupils to know and remember.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015. 17 December 2024

p.3

How can I feed back my views?

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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 17 December 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Headteacher Elizabeth Alexander Co-Head Teacher: Jeanine Johnson. Website https://idehill.eschools.co.uk

p.5

School details

Date of previous inspection 4 April 2019

p.5

Information about this school

 Since the previous inspection, the school has been restructured into seven single year group classes.  A new headteacher joined the school in April 2024. The headteacher currently works four days a week with the deputy headteacher leading the school as co-headteacher on the remaining day.  The last statutory inspection of Anglican and Methodist Schools inspection of the school took place in July 2023.  The school does not currently use any alternative provision.  The school operates wrap around care in the form of a before- and after- school club.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 17 December 2024

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in the evaluation of the school.  During the inspection, the inspectors met with a range of school staff and held regular update meetings with leaders. The lead inspector also met with some members of the governing body, had a separate meeting with a representative of the local authority and a telephone conversation with a representative of the Diocese of Rochester.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

p.6

6

safeguarding that puts pupils’ interests first.  The inspectors reviewed responses to Ofsted’s parent, pupil and staff surveys. An inspector spoke to some parents at the school gate.  The inspectors talked to staff to gather their views about the school, including their workload and well-being. The inspectors met with several groups of pupils, as well as speaking to pupils during lessons and at lunchtime.

p.6

Inspection team

Deborah Perkins, lead inspector Ofsted Inspector

p.6

Inspection team

Linda Appleby Ofsted Inspector 17 December 2024

p.6

7

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