Maypole Primary School

Maypole Primary School

Address: Franklin Road, Dartford, Kent, DA2 7UZ Unique reference number (URN): 149975

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have created a culture where pupils, staff and families view attendance as their collective responsibility. Leaders work positively with families to remove barriers to regular attendance, leading to rapid improvement for most pupils. Staff are tenacious and act quickly when pupils are absent. They track patterns carefully, including pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care. As a result, pupils attend school regularly, and leaders’ persistent, well ‑ organised work has led to clear and sustained improvement. Attendance is now close to or above national figures, with steady improvements year ‑ on ‑ year.

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Attendance and behaviour Strong standard

Leaders have established a culture in which pupils are known and well cared for. Pupils' attitudes to learning and behaviour across the school are highly positive. The school's effective foundation of personal, social and emotional development in the early years provides the basis for children to quickly understand rules, routines and high expectations. Across school, staff consistently apply the behaviour policy. Where necessary, they make well-considered adaptations to this policy to support individual pupils. These adjustments are highly effective. Bullying is rare, but when it does occur, leaders tackle it quickly and effectively.

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Achievement Expected standard

Pupils generally achieve well and produce high-quality work. Leaders use regular checks to maintain a detailed understanding of pupils’ progress through the curriculum. While published outcomes show that pupils achieve well overall, pupils’ fluency in early reading and multiplication tables is not consistently secure. This is reflected in fluctuations in outcomes in recent years. This is because targeted practice to secure early reading, writing and number fluency is not having the desired impact. Leaders know this and have begun strengthening how staff support pupils to address these gaps.

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Achievement Expected standard

Teachers have high expectations and give clear guidance. Pupils take pride in their learning and strive to improve their work over time. Staff make sure that pupils gain the knowledge they need to learn well across the curriculum. As a result, pupils catch up over time and achieve well in national tests. This prepares them well for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is ambitious and well sequenced, enabling pupils to build new knowledge securely over time. Leaders, including those from the trust, have an accurate view of the quality of the school curriculum. Recent curriculum reviews have strengthened the school’s approach to writing and oracy. Pupils are now routinely introduced to new vocabulary and have abundant opportunities to practise writing across the curriculum.

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Curriculum and teaching Expected standard

The curriculum is well structured and generally taught well. Teachers demonstrate the subject knowledge that they require to introduce new learning clearly. They mostly follow well ‑ established routines that help pupils understand what is expected of them. Pupils respond positively to questioning and remain focused and ready to learn. Typically, teachers plan tasks carefully. These tasks take account of pupils’ different starting points, with appropriate support provided, such as word banks. Support staff play an important role, helping pupils who need extra guidance to take part in lessons.

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Curriculum and teaching Expected standard

In most lessons, there is a clear focus on ensuring that gaps in key knowledge, such as early reading, writing and maths skills, are closed quickly. However, this is not consistently in place for all classes. This leads to variation in how securely pupils develop foundational knowledge.

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Early years Expected standard

Leaders have designed a well-organised curriculum that meets the statutory requirements of the early years foundation stage. They have considered children’s interests and the knowledge they need to be well prepared for Year 1.

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Early years Expected standard

Teaching is generally well matched to children's developmental needs. Activities are planned carefully and provide focused opportunities for children to extend their learning. Children confidently use the subject-specific language that they have learned. Typically, children with gaps in their understanding benefit from high-quality interactions with adults. However, on occasion, adult interactions are not as precise as leaders intend and some opportunities to rehearse key skills are missed.

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Early years Expected standard

Reading is prioritised. Children have frequent opportunities to read and share stories throughout the day. Phonics is generally taught well. Children apply their knowledge when reading and writing. Leaders are refining approaches to early writing so that children develop stronger pencil control more quickly.

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Early years Expected standard

Leaders ensure that the environment is calm and focused, and that routines are well established. The outdoor area is designed carefully and supports children's sustained engagement and resilience. Children display growing independence. Staff ensure children feel safe, supported and happy. Parents and carers are highly positive about the support their children receive.

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Inclusion Expected standard

Leaders ensure that the school promotes a culture of inclusion. They have raised staff expectations for all pupils by introducing school-wide approaches such as ‘enable tables’, which provide learning aids to encourage pupils’ independence. Leaders work closely with pupils’ families and external organisations to overcome any barriers that prevent pupils from being successful. This begins as soon as children join the school in the early years. Leaders identify pupils’ needs effectively and this enables them to be fully included in the life of the school. Leaders provide systematic oversight to ensure that pupils’ needs are generally met. They use additional funding purposefully and check its impact on pupils' progress. Where appropriate, the school works with external specialists to strengthen staff understanding of pupils’ individual needs.

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Inclusion Expected standard

Leaders provide staff with effective support to ensure they understand pupils’ needs, including disadvantaged pupils, those with special educational needs and/or disabilities and those known or previously known to children’s social care. They provide effective guidance and training for staff to ensure that effective inclusion begins with high-quality teaching. As a result, staff are taking greater ownership and ensuring that pupils have consistent access to curriculum adaptations and practical resources.

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Leadership and governance Expected standard

Leaders have acted quickly to understand the school's context, strengths and areas for development. They work closely with the trust and have an accurate view of the school's performance. Leaders' priorities for improvement are precise and they are taking appropriate action at pace.

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Leadership and governance Expected standard

Leaders have worked with all stakeholders to develop an effective sense of community after a period of instability for the school. They have used a ‘community engagement model’ to re- establish effective partnerships with parents. This ensures that pupils are at the heart of all decisions, especially those with special educational needs and/or disabilities and disadvantaged pupils.

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Leadership and governance Expected standard

Staff training and professional learning are well planned and purposeful, linked to the school's improvement priorities. Leaders have established a clear programme that prioritises building consistency in school expectations around curriculum delivery. Staff surveys recognise the positive impact of leaders' work in a short period. Leaders protect time for training and ensure that staff feel valued. Leaders carefully consider staff wellbeing. They monitor workload and take steps to ensure it remains manageable.

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Leadership and governance Expected standard

Trustees and school governors provide robust support and challenge. They check that resources are used effectively, maintain oversight of the school's strategic direction and fulfil their statutory duties. Together with leaders, they have rebuilt trusting partnerships with parents, which supports pupils' sense of belonging. Parents are highly positive about the school.

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Personal development and wellbeing Expected standard

Pupils benefit from a comprehensive programme that supports their development beyond the academic. This includes developing their understanding of relationships and health education. The school’s ‘wellbeing curriculum’ ensures that pupils learn important knowledge about risks, including those they may encounter online. Pupils know not to communicate with people they do not know. They have a firm understanding of relationships and how these can take many forms.

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Personal development and wellbeing Expected standard

Pupils understand how to keep a healthy body and mind. They understand how to seek help if they need it. For example, the school's effective pastoral support offer includes drop-in clubs at lunch time, soft starts to the day and access to a range of counselling support.

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Personal development and wellbeing Expected standard

Pupils understand how the school’s rules help them to differentiate between right and wrong. They develop their social skills and participate in school life, demonstrating respect for all members of their community.

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Personal development and wellbeing Expected standard

Leaders have created a variety of experiences for pupils to enjoy. For example, they take part in visits to the theatre to learn about the arts, and heritage destinations. Older pupils access residentials where they learn key independence skills. Pupils enjoy taking part in clubs such as gymnastics. Leaders have begun to track attendance at these clubs to ensure that pupils, including those who are disadvantaged, participate fully and can develop their talents and interests.

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Personal development and wellbeing Expected standard

Pupils have a growing understanding of fundamental British values. For example, pupils have visited the Houses of Parliament. They met their local Member of Parliament and learned why voting is important. As such, pupils recognise the importance of sharing their views using the school's suggestion box. Pupils respect all forms of diversity. They are clear that difference is something to be celebrated.

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What it's like to be a pupil at this school

Pupils at Maypole Primary are happy and eager to come to school. Each morning, familiar adults welcome them and help them feel ready for the day. The school’s values are lived throughout the community and give pupils a strong sense of belonging. This creates a warm, nurturing environment in which pupils thrive.

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What it's like to be a pupil at this school

Pupils generally achieve well, as reflected in the school’s published outcomes. They work hard in lessons, concentrate effectively and strive to do their best. Pupils who need additional help receive prompt support, and staff act quickly to remove barriers to learning. Leaders rightly recognise that some pupils would benefit from securing early reading, writing and number skills sooner. This would help them meet the demands of the school's ambitious curriculum.

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What it's like to be a pupil at this school

Pupils’ conduct across the school reflects leaders’ high expectations. Staff build warm, trusting relationships and listen attentively to pupils. This is evident in the high-quality, respectful interactions between pupils and adults, which pupils mirror in their relationships with one another. Pupils attend well and know exactly who to speak to if they are worried. From early years, children work well together, support their friends and collaborate positively. As a result, the school community is a harmonious environment where pupils are polite, friendly and keen to help each other.

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What it's like to be a pupil at this school

Pupils take pride in contributing to school life. They value the range of leadership opportunities, such as being school prefects, and older pupils naturally act as positive role models for their younger peers. Pupils keenly participate in the school's array of sports clubs, drama activities and residential visits. Pupils also take an active role in school events such as the popular talent show or reading their stories across the tannoy system during the weekly ‘Tuesday Tales’.

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Team inspectors:

Ulric Neblett-Leigh, His Majesty's Inspector Penny Bullen, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

Leaders should strengthen the consistency of curriculum delivery, particularly in the early years and in early reading, writing and mathematics, so that pupils remember and know more over time. Leaders should further develop staff expertise to secure consistently strong standards across all areas of the school’s work.

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About this inspection

This school is part of Inspire Academy Movement Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Liz Mitchell, and overseen by a board of trustees, chaired by Nick Catt.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with the headteacher, the special educational needs and disabilities coordinator, staff members, trust representatives, local governors, trustees and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school: The school does not use any alternative provision.

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About this inspection

Headteacher: Shern Virdi This data is from 31 March 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 80% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 73% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 76% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 40% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 10.8% 13.3% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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