Palmarsh Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Palmarsh Primary School St George’s Place, Hythe, Kent CT21 6NE

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Outcome

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

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What is it like to attend this school?

Palmarsh Primary is a small, coastal school with big aspirations. The school’s inclusive culture runs through every word and action. Pupils are happy at school and are confident that they will be accepted by staff and peers alike. Pupils share consistently warm and caring relationships with staff. They value the nurture and safety they feel when in school. They are swift to identify their trusted staff and safe spaces.

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What is it like to attend this school?

Pupils are proud of their knowledge and achievements. The school’s high expectations for learning are evident in pupils’ books and in their recall of what they have learned. Staff consistently reaffirm the school’s aspiration for pupils, who are inspired by the content of the curriculum. Pupils achieve well, and they have the resilience to listen to feedback and improve their work where needed.

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What is it like to attend this school?

Pupils rise to meet the expectations of staff and flourish in positions of responsibility. Pupils’ manners around the school are immaculate. The playtimes are a delight to be part of, and pupils of all ages play together joyfully. Pupils of all ages rush to care for the school’s many animals at playtime. Their enthusiasm and confidence are evident in the school’s karaoke assemblies. The school curriculum teaches pupils important safety messages, such as water and beach safety.

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

The school has precisely identified what pupils should know. It has a broad and interesting curriculum that is adapted to reflect the school’s values. The school ensures that pupils learn key content in a methodical order. It has redesigned and improved the wider curriculum in recent years. Staff accurately check what pupils learn and remember from this improved offer. Pupils with special educational needs and/or disabilities (SEND) 1 and 2 April 2025

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are identified swiftly. The school’s adaptations for pupils with SEND are exceptionally well considered and effective. Pupils with profound needs are able to take part fully in classroom learning alongside their peers. The school’s ambition and care ensure that they flourish.

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Pupils progress well through the curriculum from the Reception class onwards. However, for some pupils, the improvements to the wider curriculum have left some gaps in what they know. The school has a comprehensive plan for addressing this, but this is not fully established. This means that some activities do not build on pupils’ prior knowledge sufficiently well. However, pupils’ books show the positive impact of the new curriculum in what pupils know and can do.

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Reading is a strength of the school. Children make a fast start on their reading journey in the Reception class. They have opportunities to practise their sounds through their play, in and out of classrooms. The books that children are exposed to help build their vocabulary. Children use their new vocabulary effectively in context. The school’s phonics programme is methodically structured and supports pupils to learn to read successfully. Pupils who need extra help are supported to catch up and keep up with their peers. As a result, pupils across the school are fluent and accurate readers. Pupils love reading. The library is a hub of activity at playtimes. Pupils enjoy a broad range of favourite authors and book types from various cultures and settings.

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Pupils’ enthusiasm for learning is clear across the school. They treat each other and staff with respect and care. Pupils are confident that staff will listen to and resolve their concerns. Pupils demonstrate fantastic attitudes to learning in their superb classroom behaviour. They follow routines and expectations with care and consistency. The school has a strong focus on attendance. This has a consistently positive impact on the attendance of the most vulnerable pupils.

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Pupils’ maturity and character shine through their actions and opinions. The school purposefully provides opportunities and learning to develop pupils’ independence. Pupils take responsibilities, such as running the school farm, extremely seriously. They learn skills in health, welfare and safety while looking after the school’s donkeys, goats and pigs. Pupils with SEND benefit equally from this impressive offer. The school undertakes a wide range of ambitious and well-considered trips and experiences. Pupils love the experiences that Palmarsh provides. Through these they gain a deep understanding of different places, faiths and perspectives. Pupils have a detailed understanding of fundamental British values and how they relate to everyone.

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The school treats inclusivity as a driving force in the school. This means that leaders at all levels work tirelessly to ensure that pupils, including those with profound needs, flourish. The school works with parents and carers effectively. Governors are well trained and effective in their roles. Staff welfare is carefully supported, and professional development is comprehensive. This enables staff to support pupils’ learning and development effectively. 1 and 2 April 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few wider curriculum subjects, the improvements that the school has made do not consider how tasks will address gaps in pupils’ prior knowledge and focus sharply on the most important learning. As a result, gaps in pupils’ knowledge remain, which hinder their retention of important learning. The school should equip staff with the knowledge and skills that they need to design tasks that support pupils to learn and remember the most important content over time.

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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.

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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.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in March 2016.

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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 1 and 2 April 2025

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Further information

You can search for published performance information about the school.

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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). 1 and 2 April 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 1 and 2 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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 the evaluation of the school.  During the inspection, the inspector spoke to leaders of the school, members of the governing body and representatives of the local authority.  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. 1 and 2 April 2025

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 The inspector considered the views expressed by staff and pupils to the online surveys and the responses of parents to Ofsted’s online parent survey, Ofsted Parent View.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.

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Inspection team

Toby Martlew, lead inspector His Majesty’s Inspector 1 and 2 April 2025

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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.

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