Palm Bay Primary School

Inspection of Palm Bay Primary School Palm Bay Avenue, Cliftonville, Margate, Kent CT9 3PP

p.1

Inspection dates: 28 and 29 January 2025

p.1

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

p.1

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

The headteacher of this school is Gemma Silk. This school is part of EKC Schools Trust multi-academy trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tammy Mitchell, and overseen by a board of trustees, chaired by Charles Buchanan. 28 and 29 January 2025

p.1

What is it like to attend this school?

Pupils achieve well in this happy, busy and friendly school. The school sets high expectations for all pupils’ achievement and behaviour, regardless of ability or background. Pupils rise to these high expectations. They greet visitors politely and talk about their school with pride. They understand why the school’s values are important and talk sensibly about their meaning. Pupils want to do well and they work hard. They usually behave well, move around the school in a sensible manner and treat adults and each other with respect. Those with special educational needs and/or disabilities (SEND) benefit from high-quality support and learn well.

p.2

What is it like to attend this school?

The school makes an exceptionally strong contribution to pupils’ personal development and well-being. The school makes full use of its proximity to the beach to enrich and enliven learning, with a wide range of activities and experiences built into the curriculum. Pupils enjoy opportunities to take on a wide range of responsibilities, such as house captain, play leader and school councillor. The school makes sure that all pupils can join in with clubs and activities and participation rates are high. The school gives pupils’ mental health a strong priority. Pupils know who to speak to if they are worried about something.

p.2

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

Improvements in the quality of education have ensured that pupils achieve well across the school. They are increasingly well prepared for the next stage of their education. Developments in curriculum design mean staff are clear about the knowledge that pupils need to learn and when it will be taught. Staff are knowledgeable about teaching the curriculum and do so confidently and effectively.

p.2

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

The school champions the needs of all its pupils. Pupils’ needs are identified accurately and suitable support put in place where necessary. The school uses regular checks to identify what is working and well and where adjustments to the curriculum need to be made.

p.2

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

The school has focused successfully on making sure that pupils have the key subject knowledge they need to achieve well. In a few subjects, the school has given more emphasis on teaching subject knowledge rather than developing skills. As a result, while pupils are acquiring secure subject knowledge, some are less secure in applying it to explore ideas or interpret information. The school has rightly identified the need to refine its approach to ensure a better balance between knowledge and skill development.

p.2

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

Phonics is taught consistently well across the school, starting in Reception Year and continuing throughout key stage 1 and 2. The school’s phonics programme has been reviewed and updated to ensure it works effectively. Staff are trained in teaching phonics. Pupils acquire secure reading skills. Effective support for weaker readers ensures that no one is left behind.

p.2

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

Pupils work calmly and industriously during lessons. They listen carefully to their teacher and complete their work with care. Sometimes a few pupils lose focus in lessons, 28 and 29 January 2025

p.2

3

becoming chatty and fidgety. A gentle reminder is usually all that is needed to bring them back on track. A small proportion of pupils with more significant behavioural needs are supported effectively and with kindness, so that they feel secure and are quickly re- engaged with learning.

p.3

3

A carefully sequenced programme of activities and experiences underpins both the school’s curriculum and wider school life. Preparing pupils for future life in modern Britain is a key part of the school’s work. Activities such as visits to further education colleges help the older pupils to start thinking about what they would like to do in the future. A high-quality art and design curriculum makes a strong contribution to pupils’ enjoyment of school and to their cultural development.

p.3

3

The school has worked hard to secure improvements in pupils’ attendance. They use a wide range of strategies to encourage and reward good attendance. Leaders check and analyse patterns of attendance closely. Rigorous procedures are followed when concerns arise about individual pupils’ attendance. Most pupils attend well. However, some are absent from school too often without good reason. As a result, these pupils miss important learning and do not achieve as well as they should.

p.3

3

The school, trust and local governing body are committed to providing high-quality education for the local community. They have worked hard to strengthen communication with parents and carers and to encourage their engagement with the school. Most parents are positive about the school and appreciative the establishment of a more inclusive culture. They speak of happy children who enjoy school and learn well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few of the foundation subjects, the disciplinary skills element of the curriculum is less well developed than the substantive knowledge content. As a result, while pupils are acquiring important knowledge, they are less secure in applying it to explain ideas or interpret information. The school should continue its efforts to refine the curriculum design to achieve a better balance between knowledge and skills.  Some pupils do not attend school as well as they should. This means that they miss key learning and are at risk of falling behind. The school should maintain its focus on promoting the importance of regular attendance and continue its work to ensure that all pupils attend well. 28 and 29 January 2025

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). 28 and 29 January 2025

p.4

School details

Dates of previous inspection Not previously inspected, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of a multi-academy trust called EKC Schools Trust.  Palm Bay Primary School converted to become an academy in April 2022. When its predecessor school, Palm Bay Primary School, was last inspected by Ofsted, it was judged to be good overall.  The headteacher was appointed in September 2024, following a period as interim headteacher. The assistant headteacher and deputy headteachers were also appointed in September 2024.  The school manages and operates a morning club and an after-school club on the school site.  The school does not currently use alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 28 and 29 January 2025

p.5

6

2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

p.6

6

 Inspectors held a wide range of meetings during this inspection. These included discussions with the headteacher, assistant headteacher and deputy headteachers. They also spoke with a range of staff at different times during the inspection.  The views of pupils, parents and staff were gathered through a range of sources, including discussions and Ofsted’s surveys. Inspectors spoke with pupils in lessons and at other times of the school day. They also met with groups of pupils.  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 safeguarding that puts pupils’ interests first.  Inspectors carried out deep dives in these subjects: reading, mathematics, history, science and art and design. Deep dives included visiting lessons, looking at pupils’ work

p.6

6

and talking with subject leaders, teachers and pupils.

p.6

Inspection team

Julie Sackett, lead inspector His Majesty's Inspector

p.6

Inspection team

Sara Wakefield Ofsted Inspector 28 and 29 January 2025

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