Valley Invicta Primary School at Holborough Lakes

Inspection of Valley Invicta Primary School at Holborough Lakes Holborough Lakes, Pollyfield Close, Snodland, Kent ME6 5GR

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

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The headteacher of this school is Lisa Vickers. This school is part of Valley Invicta Academies 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), Richard Hayden, and overseen by a board of trustees, chaired by Matt Fletcher. 24 and 25 June 2025

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What is it like to attend this school?

Valley Invicta Primary School at Holborough Lakes has exceptionally high aspirations for all pupils. Pupils are incredibly eager to learn in this respectful and welcoming school. They demonstrate remarkable resilience in their learning. When they may find something challenging, they do not give up. Pupils are highly supportive of their peers in the classroom. They actively help each other to achieve.

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What is it like to attend this school?

Pupils behave very well. They do not tolerate any interruptions to their learning. Classrooms are calm, happy places where pupils have a thirst for finding out new things. From the early years to Year 6, pupils are confident communicators who are excited to share what they are capable of. They thoroughly enjoy coming to school each day and attend very well.

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What is it like to attend this school?

The school prioritises wider opportunities for pupils beyond their academic studies. Each day, all pupils complete active tasks together to support their physical health and ensure they are mentally prepared for learning. High-quality support and care help pupils to understand their emotions and cope with any setbacks they may face. Pupils feel safe and well looked after. They know that staff will help them if they have any concerns.

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

The curriculum is highly ambitious for pupils, including those with special educational needs and/or disabilities (SEND). It often exceeds what is expected nationally. From the early years, the school has precisely identified what pupils need to know and remember. It has ensured a sharp focus on oracy and widening pupils’ vocabulary. This enables pupils to articulate their thoughts and ideas confidently. Learning is well sequenced to build on what has come before. For example, in design and technology, children in the early years learn the basic motion of a running stitch when sewing. By Year 6, pupils have the knowledge and skills they need to sew their own hats with precision.

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

The school ensures teachers have a deep knowledge of the subjects they teach. Teachers present learning clearly in well-organised lessons. They skilfully use questioning to check pupils’ understanding and address misconceptions in the moment. Teachers adapt work effectively based on pupils’ individual starting points. They routinely provide opportunities for pupils to revisit previous learning. As pupils progress through the curriculum, they confidently remember more. The school has high expectations of pupils’ presentation of their learning in books. Pupils take pride in their work and enjoy making their work even better. Pupils achieve exceptionally well.

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

Pupils are fluent and confident readers. Expert staff deliver the phonics programme with consistency as soon as children start in the Reception Year. Frequent checks ensure that those who need more support with their letter sounds get the help they need to catch up. Children develop a love of reading from the early years because their teachers enthuse them with different stories and rhymes. This continues as pupils move through the school. Pupils enjoy choosing their own books that match their interests and reflect a diverse society. 24 and 25 June 2025

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The school is passionate about providing a rich set of experiences for each pupil. Careers information is woven through the curriculum. The annual careers fair allows pupils to speak to professionals from a range of occupations. Pupils are already thinking about the careers they want to pursue and what they need to learn to realise their aspirations. Pupils also take on a range of leadership roles. They actively seek to improve their community for everyone. Year 6 pupils are particularly proud to be ‘autism ambassadors’, where they help pupils in the specialist resource provision with their learning. The school thoughtfully adapts wider opportunities to support disadvantaged pupils, so they enjoy the same experiences as their peers.

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Behaviour in the school is exemplary. Pupils are highly motivated and focused in the classroom. Children in the early years take turns well and they are considerate when sharing resources. They show remarkable concentration when learning. Throughout the school, pupils show impressive independence in taking responsibility for their own conduct. If pupils forget to say please or thank you when asking for something, they are sensitively reminded by their peers. Pupils show tremendous respect for staff and their school environment.

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Leaders are united in their ambition for all pupils to achieve. Trustees and members of the local school board know the school well. They have effective systems in place to ensure the school has a sharp focus on helping all pupils achieve their full potential. Staff value the opportunities the school provides for their professional development. They appreciate the steps the school and trust have taken to reduce their workload and support their well- being. Parents and carers are highly positive about the school and how well their children are supported.

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Safeguarding

The arrangements for safeguarding are effective.

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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.

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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 24 and 25 June 2025

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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). 24 and 25 June 2025

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School details

Dates of previous inspection 30 and 31 January 2024, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Valley Invicta Academies Trust.  The school has a specialist resourced provision for 15 pupils with autism.  The school does not currently use any alternative provision.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 24 and 25 June 2025

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 Inspectors met with the headteacher, other members of the senior leadership team, subject leaders, teachers and support staff.  The lead inspector met with members of the governing body, including the chair of governors, and a representative from the board of trustees. He also met with leaders from the trust.  The inspectors carried out deep dives in these subjects: early reading, mathematics, science and design and technology. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also viewed pupils work from other subjects in the wider curriculum.  The lead inspector listened to a range of pupils read.  Inspectors reviewed and scrutinised a range of the school’s documentation, including leaders’ plans for improving the school, minutes of the local governing body meetings

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and records of attendance and behaviour incidents.  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 considered the responses to Ofsted’s online survey, Ofsted Parent View, including the free-text comments. They also took account of the responses to Ofsted’s surveys for staff and pupils. Inspectors gathered the views of both staff and pupils throughout the inspection.

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Inspection team

Stephen Cattell, lead inspector His Majesty’s Inspector

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Inspection team

Sara Wakefield Ofsted Inspector 24 and 25 June 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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