Hartlip Endowed Church of England Primary School

School

Address: The Street, Hartlip, Sittingbourne, Kent, ME9 7TL Unique reference number (URN): 118734

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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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Achievement Expected standard

Published outcomes in reading and writing are improving. These reflect the positive impact of the school's work. Leaders recognise there is more work to do in mathematics. They are taking swift action to help pupils, including the most vulnerable, to secure this important knowledge.

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Achievement Expected standard

Leaders ensure that staff provide effective support to help pupils succeed. As a result, pupils, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those who join this small school during the year, make successful progress from their starting points.

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Achievement Expected standard

Children in early years get off to a good start. Leaders place a strong focus on reading, writing and mathematics. This helps pupils build the knowledge and skills they need for later learning. Pupils build their knowledge and skills over time. Most pupils learn to read fluently and accurately. This enables them to access increasingly complex learning across a range of subjects. On the whole, pupils are well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Leaders analyse and track absence patterns carefully. Where needed, they work closely with parents and carers to provide appropriate support. This helps pupils to attend school more frequently. Leaders have a secure understanding of the barriers to learning and wellbeing that pupils face. They take swift action to tackle these. Leaders' effective decisions have led to improvements in attendance. As a result, attendance for all groups of pupils is now in line with national figures.

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Attendance and behaviour Expected standard

From the beginning of the Reception Year, children learn the school's routines and expectations. Staff understand and apply the school's behaviour systems effectively. Pupils understand why behaving well is important. They eagerly explain the systems in place across the school. Positive relationships underpin the school's kind, supportive ethos. Adaptations are made to support those who need more help to meet the school's high expectations. Staff deal with any incidents of bullying or unkindness swiftly. This results in a nurturing environment where pupils can learn with little disruption. Throughout the school, pupils' attitudes to learning are positive and enthusiastic. Pupils of all ages play together happily during social times. They share equipment and encourage each other to engage in games.

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Curriculum and teaching Expected standard

There is a broad, ambitious and well-ordered curriculum. Leaders know where this is working well and where further refinements are needed. Throughout the school, reading is a priority. Carefully chosen texts support pupils' comprehension and build their vocabulary. Skilled staff ensure that pupils who need further practice get it so that they can learn to read fluently as quickly as possible. Some pupils do not know some key mathematics knowledge. Staff know this and are working quickly to address these gaps. This work is resulting in some improvements for pupils. However, at times, these gaps remain.

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Curriculum and teaching Expected standard

Most staff explain and model concepts and new learning well. However, in some lessons, inconsistencies in teaching mean that pupils' progress in mathematics has not been as rapid as in other areas of the curriculum. Leaders are aware of this and have recently taken the right steps to ensure that teaching supports pupils to rapidly gain the skills and knowledge they need.

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Curriculum and teaching Expected standard

Staff have a secure understanding of pupils' needs and vulnerabilities. They usually support pupils well and adapt learning when this is needed. For example, staff use information from support plans to ensure that the curriculum is carefully planned around pupils' identified needs and targets. They provide sensitive support so that pupils with special educational needs and/or disabilities can fully access the whole curriculum successfully.

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Early years Expected standard

Children in the early years settle quickly because adults build positive relationships with them. Staff know children well and create a calm, safe and nurturing environment. This helps children feel secure and ready to learn. Leaders have clear priorities for the early years and support staff to keep developing their skills, which strengthens the quality of learning children receive.

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Early years Expected standard

Leaders understand the importance of getting it right from the very beginning. As a result, the curriculum meets children's needs from the moment they start school, with a strong focus on communication and language. Staff ensure that children with special educational needs and/or disabilities are well supported to get the help they need, enabling them to progress well from their starting points.

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Early years Expected standard

Staff model new vocabulary and encourage children to develop their speaking and listening skills. Children also take part in activities that develop and strengthen their physical development through movement, play and mark making.

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Early years Expected standard

Staff help children work and play together, supporting them to manage their feelings and build friendships. This helps children feel confident and ready to learn.

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Early years Expected standard

Teaching encourages children to become independent and curious. Adults support them to explore, concentrate and share ideas. Children learn to read using their phonics. They enjoy songs, rhymes and role play, which develop early language and social skills.

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Early years Expected standard

Children achieve well. An increasing number of children are achieving a good level of development. Many are prepared well for the move into Year 1.

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Inclusion Expected standard

Leaders have created an inclusive culture where diversity is celebrated and every pupil is valued. They ensure the school is welcoming and help staff quickly understand each pupil's needs. The school sets high expectations for all pupils. Staff identify barriers to learning or wellbeing early, including for disadvantaged pupils and those known to children's social care. Leaders monitor pupils' progress closely, review the impact of support, and adjust it when needed. Staff receive training so that they can provide the right help.

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Inclusion Expected standard

Pupils can take part fully in learning, play and enrichment activities because staff provide appropriate support and sensible adjustments. Pupils with special educational needs and/or disabilities (SEND) receive well-planned provision that strengthens their sense of belonging. Pupils with SEND, disadvantaged pupils and those known to social care make good progress from their starting points. Leaders work effectively with external agencies.

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Inclusion Expected standard

The pupil premium funding the school receives is used effectively. Leaders understand the barriers disadvantaged pupils face and put in place additional pastoral and academic support to help to overcome them. The school's work to improve attendance has been particularly successful for vulnerable pupils, enabling them to attend more regularly and benefit from the support available.

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Leadership and governance Expected standard

Leaders know the school well. They understand what the school does effectively and where further improvement is needed. In addition, they use information about pupils' learning and experiences to set clear priorities. These priorities are focused on improving teaching and learning so that all pupils benefit from the most effective practice across the school.

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Leadership and governance Expected standard

Those responsible for governance provide a suitable balance of support and challenge. Governors meet their statutory duties and have a clear understanding of the school's performance. They ask well-considered questions and hold leaders to account while working constructively with them in pupils' best interests.

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Leadership and governance Expected standard

Leaders take staff wellbeing seriously. Staff feel supported and value the consideration given to help manage their workload. Leaders ensure that staff have access to high-quality professional learning. Staff benefit from opportunities to work with colleagues across the school. They visit other schools to learn from best practice and also share their own expertise. This strengthens staff confidence.

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Leadership and governance Expected standard

Parents and carers hold the school in high regard. Many feel well informed and welcome opportunities to be involved in their children's education. Increasing numbers attend workshops and events that help them understand their children's learning and needs more deeply. Leaders also work positively with other professionals and the wider community to support pupils' wellbeing and learning.

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Personal development and wellbeing Expected standard

Leaders have implemented a clear and well-planned personal development programme. It gives pupils the knowledge and experiences they need to respect others, build social skills and value different cultures. This prepares them well for life beyond school. Pupils enjoy the wide range of opportunities available to them. Pupils have the opportunity to take on leadership roles, such as being a member of the 'worship council' or a house leader. They carry out these roles with pride. Leaders adapt the programme when needed so that pupils with special educational needs and/or disabilities (SEND) can take part successfully. The school's relationships and health education is taught in a way that matches pupils' age, maturity and beliefs. Pupils learn how to keep themselves safe. They understand the differences between healthy and unhealthy friendships. They also learn about fundamental British values, such as democracy and respect. Pupils can explain these ideas. They

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Personal development and wellbeing Expected standard

demonstrate them in how they behave towards each other.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum links well with other subjects, such as computing, where pupils learn about online safety, including how to manage risks both online and offline. The curriculum is adapted to meet pupils' needs as these change. Pupils learn how to stay physically and mentally healthy and understand the difference between right and wrong. Well-considered use of high-quality texts helps pupils to understand difference, kindness and other important values.

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Personal development and wellbeing Expected standard

The school offers a range of extra-curricular activities, including sport, music and the arts. These activities reflect pupils' interests and talents, and leaders work to ensure disadvantaged pupils can take part.

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Personal development and wellbeing Expected standard

Pastoral support for pupils is effective. Staff work closely with pupils and families to make sure that pupils feel safe, supported and able to do their best.

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

Hartlip Endowed Church of England Primary School is a small school where pupils know each other well. Staff build positive relationships with pupils and their families. This helps everyone feel like they belong. The school's values underpin this culture. Leaders have ensured that pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, are included fully in all aspects of school life. Pupils value the opportunities available to them beyond the classroom. They undertake leadership responsibilities, such as serving as worship leaders and school councillors, with pride. A range of clubs, enrichment activities and educational visits broaden pupils' experiences. Older pupils particularly value the residential visit, which helps them to develop confidence, resilience and independence. These experiences contribute positively to pupils' personal development.

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

Pupils generally behave well. They are kind and considerate to others. They understand the school's expectations and follow established routines. Playtimes are calm and enjoyable. Pupils engage with the wide range of games and activities on offer. Pupils feel safe and know who to speak to if they have any concerns. They are not worried about bullying and are confident that any instance would be dealt with quickly by staff.

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

Classrooms are happy places. Pupils talk enthusiastically about their learning and are proud of their achievements. Pupils develop a secure understanding of the importance of working hard to achieve well. Staff identify barriers to learning effectively and take appropriate action to ensure that pupils can access the curriculum successfully. Consequently, pupils, including those with barriers to their learning or wellbeing, make appropriate progress from their starting points. This helps prepare them for their next steps in education. Leaders have

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Lead inspector:

Ulric Neblett-Leigh, His Majesty's Inspector

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Facts and figures used on inspection

developed a culture where pupils are enthusiastic and curious to learn. As a result, pupils attend well.

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Next steps

Leaders should continue to monitor closely the performance of different groups of vulnerable pupils to make sure they achieve well over time, including in mathematics. Leaders should ensure that the curriculum is consistently taught well so that highly effective teaching is embedded across the school.

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About this inspection

The chair of governors in this school is Linda Jennings.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, school staff and members of the governing body during the inspection. Inspectors also spoke to a representative of the local authority and of the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The last section 48 inspection was carried out in October 2024.

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About this inspection

The school uses no alternative provision.

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About this inspection

Headteacher: Tracey Jerome 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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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

2024/25 (final) 80% 75% 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

2024/25 (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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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2023/24 (3 term) 5.4% 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

2023/24 (3 term) 13.5% 14.6% Close to average

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national average

2022/23 (3 term) 17.0% 16.2% 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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