Water Meadows Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Water Meadows Primary School Shaftesbury Road, Hersden, Canterbury, Kent CT3 4HS

p.1

Inspection dates: 28 and 29 January 2025

p.1

Outcome

Water Meadows Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Ben Martin. This school is part of the Stour Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Rachael Howell, and overseen by a board of trustees, chaired by Fiona Trigwell.

p.1

What is it like to attend this school?

Pupils know that they are an important part of the team at Water Meadows. Their ideas and opinions are invited, valued and carefully considered. Pupils take their responsibilities, for example being part of developing playtimes or as digital leaders helping in computing lessons, seriously. They perform their roles diligently.

p.1

What is it like to attend this school?

Pupils know that they are expected to work hard. Mostly they attain well, particularly in English and mathematics. Pupils appreciate the thought that has gone into creating environments in which they can learn comfortably, such as flexible seating. Classrooms are calm, and pupils are settled and focused on learning.

p.1

What is it like to attend this school?

Most pupils behave well most of the time. Occasionally, a few pupils do not behave as well at social times as they do in class. The school is addressing this well through increased activities and support for pupils during these times.

p.1

What is it like to attend this school?

Parents appreciate the high levels of nurture and care provided for their children. They say that their children are happy, learning and growing in confidence. This is evident around the school. Pupils are polite and friendly. They are enthusiastic when talking about their learning and friendships. School is a happy and safe place for them. 28 and 29 January 2025

p.1

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

The school has ensured that a well-structured curriculum is in place from Reception to Year 6. Pupils are well supported to access this curriculum. Pupils with special educational needs and/or disabilities (SEND) have their needs carefully and accurately identified. This helps teachers to provide the adaptations and support that pupils with SEND need in order to access the curriculum and experience success.

p.2

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

Pupils attain well in English and mathematics. Expectations are high in these subjects, and pupils, including pupils with SEND, learn well. Teachers routinely check what pupils know and remember and address any gaps or misconceptions. Even the very youngest pupils understand and join in with the ‘I do, we do, you do’ way of showing what they are learning.

p.2

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

Reading is rightly prioritised. Pupils begin to learn phonics as soon as they start school. Any pupils who struggle have support to help them catch up. Books are carefully matched to the sounds that pupils are learning. This helps most pupils to learn to read quickly and well. Pupils are keen readers. They value the books they receive through earning points for reading at home or school.

p.2

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

The school has recently revised the wider curriculum. New sequences of learning have raised expectations in subjects such as art. Pupils enjoy experimenting with clay and printmaking. Occasionally, teachers do not match tasks clearly to the key knowledge they want pupils to learn in the wider curriculum. The school is rightly expanding subject leadership as the school itself grows. However, currently the checks on what pupils are learning across the wider curriculum are not fully developed. This makes it more difficult for the new subject leaders to evaluate how well the wider curriculum is helping pupils to know more and remember more over time.

p.2

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

A new behaviour policy has helped everyone to understand what is expected. Staff apply this policy consistently. This supports pupils well. Any pupils who need extra help to manage their emotions and behaviour have their needs well understood and supported. Pupils do not worry about bullying. Staff quickly resolve any issues.

p.2

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

Pupils value the importance that is placed on their personal development. Lessons help them to learn about themselves and wider life skills. Pupils are encouraged to understand their emotions and how these have an impact on their friendships and work. The school celebrates pupils’ achievements both in school and out. Pupils are encouraged to think about their ambitions for the future, including possible careers.

p.2

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

Right from the start in Reception, staff place an importance on kindness. They model this for children. Pupils throughout the school are considerate of others. As one pupil explained, ‘We are all different and learn at different rates and that’s ok.’ The school is highly inclusive. Any hint of discrimination is not tolerated. 28 and 29 January 2025

p.2

3

Pupils’ attendance is rising but rightly remains a focus for the school. Not all pupils attend as well as they should. The school works closely with parents and, where necessary, other agencies, to help identify and address any barriers to pupils being in school.

p.3

3

The school and the wider trust work together well to help bring about the high ambitions they share for the school and its pupils. Staff feel well supported by this close partnership and value the high-quality training that is provided. Staff workload is carefully considered when improvements to school are implemented.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Occasionally, the tasks teachers set pupils do not have a sharp enough focus on the key knowledge pupils need to learn. When this happens, pupils do not acquire knowledge as quickly and as well as they should. The school should continue to support teachers in identifying and focusing on the essential knowledge pupils need to know and understand.  Subject leadership across the wider curriculum is developing as the new curriculum embeds and staffing grows with school expansion. Subject leaders across the wider curriculum have not yet checked that pupils are knowing more and remembering more across all subjects. The school should continue to train and support subject leaders to check and evaluate the effectiveness of the wider curriculum.  Not all pupils attend school as regularly as they should. This means that pupils miss out on learning and have to catch up. The school should continue to analyse and address

p.3

(Information for the school and appropriate authority)

attendance concerns to secure even more improved attendance.

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 28 and 29 January 2025

p.3

4

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.4

4

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2019.

p.4

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 19 and 20 March 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of the Stour Academy Trust.  The school changed its name in September 2019. It was previously known as Hersden Village Primary School.  The school is in the process of expanding to a one-form-entry school. The current Year 6 is the last of the smaller year groups in the school with 14 pupils.  The school does not currently use any alternative provision.  The school offers wraparound care in the form of before- and after-school clubs.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 28 and 29 January 2025

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  During the inspection, the inspector met with a range of school staff and held regular meetings with leaders. The inspector also met with some representatives of the trust, including the chair of the trust board and the CEO.  The inspector 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 inspector: 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.  The inspector reviewed responses to Ofsted’s parent, pupil and staff surveys.

p.6

6

 The inspector talked to staff to gather their views about the school, including about their workload and well-being. The inspector met with several groups of pupils and spoke informally to pupils during lessons and lunchtimes.

p.6

Inspection team

Deborah Perkins, lead inspector 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