Christ Church Church of England Junior School, Ramsgate

Ramsgate

Address: London Road, Ramsgate, Kent, CT11 0ZZ Unique reference number (URN): 139255

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Expected standard

Strategic leadership of attendance and behaviour is effective. Leaders have a detailed understanding of pupils and the wider factors that influence them within the school's context. Leaders' strategies to promote positive attitudes to learning and regular attendance, especially for pupils who face significant barriers to attendance, are well considered. While persistent absence remains higher than the national average, leaders secure improvements in the attendance of some pupils who are persistently absent. High levels of pupil mobility, with many pupils joining during the school year, mean that the impact of leaders' work is not always reflected clearly in the school's attendance data.

p.2

Attendance and behaviour Expected standard

The school has redeveloped its approach to promoting positive behaviour in response to the increasing number of pupils who need additional support to improve their behaviour over time. This work has a positive impact. Classrooms are generally calm. Pupils who attend the school over time show improvement and can explain how staff help them recognise and manage their feelings and behaviour. To promote positive behaviour at playtimes and lunchtimes, the school has introduced a wide range of activities that encourage social interaction and physical activity. Playtimes and lunchtimes are happy and enjoyable. Pupils play well together and get along with one another. Incidents of bullying are few. The school takes appropriate action when bullying or any discriminatory behaviour is identified.

p.2

Inclusion Expected standard

Leaders make decisions that are best for pupils. They adapt support when pupils and families need different help. Many pupils join the school during the school year. Some have missed school before or have attended several different schools. Staff help these pupils settle in, make friends and feel welcome. They also identify and address any barriers that make it harder for pupils to learn or take part in school life.

p.2

Inclusion Expected standard

Staff build kind and trusting relationships. As a result, pupils feel that they belong at the school. This helps them to improve their attendance and do well in their learning. Leaders are helping staff develop their skills in removing barriers to learning so that all pupils can achieve their best academically.

p.2

Inclusion Expected standard

Leaders have clear systems for identifying the support pupils need. Staff work closely with parents and other professionals to provide the right support. Leaders also make careful decisions about how additional funding to support disadvantaged pupils is spent and check that it makes a difference. For example, leaders adapt their attendance strategy to provide more support for pupils’ mental health and wellbeing. This helps more pupils attend school regularly.

p.2

Inclusion Expected standard

Leaders carefully arrange alternative provision when needed. This helps pupils succeed, enjoy learning and increasingly achieve their planned learning goals.

p.2

Personal development and wellbeing Expected standard

Leaders have created a personal development programme that meets the needs of pupils and the local community. Leaders carefully consider how this helps pupils broaden their knowledge and understanding and value the learning opportunities available. The curriculum includes enjoyable experiences that enrich pupils' learning. Pupils enjoy talking about trips and visits that help them learn more about subjects such as history. Older pupils explain how residential visits help them develop confidence, overcome challenges and prepare for secondary school.

p.3

Personal development and wellbeing Expected standard

Staff help pupils discover their talents and interests. Pupils feel valued, respected and included in the school community. Leaders have recently updated the relationships and health education curriculum so that it better meets pupils' needs. Online safety is an important part of this learning. Pupil leaders help promote online safety, and pupils know how to share concerns about things they see online. Pupils can explain how to keep themselves safe when using the internet.

p.3

Personal development and wellbeing Expected standard

Leaders continue to make changes to the curriculum to further support pupils' wellbeing. Pupils learn how to look after their physical and mental health. During the school day, pupils have many opportunities to be active and take part in sports. Older pupils have a secure understanding of fundamental British values and why they are important. They show respect and acceptance towards others.

p.3

Personal development and wellbeing Expected standard

Pastoral support is a positive feature of leaders' work. Pupils have trusting relationships with staff and know that adults listen to them and help with any worries they have. Pupils who need extra support with their wellbeing receive help from the school's pastoral team and other professionals when needed.

p.3

Achievement Needs attention

Many pupils achieve well. However, some pupils have gaps in their learning, especially in reading, writing and mathematics. Leaders do not always spot these gaps clearly enough or help pupils catch up quickly. Because of this, some pupils do not make as much progress as they should. These knowledge gaps can make learning harder for pupils in other subjects too. For example, some pupils find it difficult to read and understand mathematics questions that ask them to explain their thinking. Teachers help these pupils in class, but the support does not always help pupils become confident, independent learners. As a result, some pupils, including pupils with special educational needs and/or disabilities, do not make the progress that leaders would like to see.

p.3

Achievement Needs attention

In reading and writing, pupils' outcomes in national tests are similar to those of pupils across the country. However, outcomes in mathematics, English grammar, punctuation and spelling at the end of key stage 2, and the Year 4 multiplication tables check, are below national expectations. Pupils often do well in other subjects. They enjoy talking about their learning and can explain what they have learned, showing that they remember important knowledge and build on it over time.

p.3

Curriculum and teaching Needs attention

Leaders have developed a broad and ambitious curriculum for pupils. However, they have not addressed weaknesses effectively in some of the basic skills that support learning across the curriculum, including fluent reading, spelling and handwriting.

p.4

Curriculum and teaching Needs attention

Pupils who are learning to read receive support, but they do not have enough opportunities to practise reading regularly. This makes it harder for them to become confident and fluent readers. Many pupils have gaps in the basic reading, writing and mathematics skills they need to access new learning. Teaching does not always help these pupils catch up as quickly as it should. Leaders have worked to help teachers adapt learning for pupils with special educational needs and/or disabilities. However, this has not had the desired impact because there has not been enough focus on ensuring that pupils develop secure reading, writing and communication skills first. In addition, teachers do not always receive important information about what pupils already know and can do. As a result, learning is not always matched closely enough to pupils’ needs.

p.4

Curriculum and teaching Needs attention

Leaders have also introduced a new mathematics curriculum. Teachers receive training to use it, and mathematics teaching is becoming more consistent. However, these changes are still relatively new, so it is too early to know their full impact. A well-planned wider curriculum sparks pupils’ interest in learning, particularly in subjects such as history and geography.

p.4

Leadership and governance Needs attention

While leaders have a broad understanding of the school's strengths and priorities, they do not take a strategic approach to improving the curriculum and teaching. As a result, actions to improve the curriculum and teaching lack precision and sometimes do not address the underlying causes of weaknesses. For example, leaders recognise that the teaching of early reading needs to improve but do not ensure that systematic synthetic phonics forms the core offer for pupils with reading gaps. In other areas, including behaviour and attendance, leaders take a strategic approach and secure positive outcomes.

p.4

Leadership and governance Needs attention

Despite their positive intentions, a lack of clear strategic direction for improving the curriculum and teaching makes it more challenging for trustees, who are responsible for governance, to challenge leaders robustly. Trustees meet their statutory duties.

p.4

Leadership and governance Needs attention

Staff are generally positive about leaders' actions to ensure their workload is manageable. Leaders listen to staff and take careful account of their wellbeing. Staffing remains stable over time, reflecting the positive workplace leaders create. The school's professional development programme helps staff better understand pupils' needs and support their engagement in learning. However, staff do not benefit from a coherent programme of professional development that helps them develop their expertise in teaching. As a result, staff are often unaware of the best available evidence about effective teaching. Teachers want to develop this knowledge so that they can better support pupils' learning and achievement. Leaders build constructive relationships with parents and carers and the wider local community. The school is part of a local community of schools that works together on aspects of school improvement. Leaders work effectively with other agencies, including the

p.4

Leadership and governance Needs attention

virtual school, to improve outcomes for pupils, including those who are known to, or previously known to, children's social care.

p.5

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

At the start of each day, pupils arrive promptly with a spring in their step. They quickly settle in their classrooms, ready to begin learning. Generally, pupils enjoy learning and achieve well from their starting points. They develop a keen interest in many aspects of their learning, particularly in subjects such as history, art and music. Some pupils have gaps in communication and language, reading, spelling, handwriting and mathematics. These pupils do not always receive the support they need to help them catch up quickly enough. This makes learning across the curriculum more challenging for a significant minority of pupils, including those with special educational needs and/or disabilities.

p.5

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

Pupils, including those who have joined the school more recently, have a clear sense of belonging at Christ Church. They value one another and the positive relationships they build with adults. Pupils enthusiastically participate in school life and relish the range of pupil leadership opportunities available to them. They demonstrate a real sense of care for their school community and facilities. Each day, for example, pupils carefully help to set up and put away playground equipment for breaktime and lunchtime. Pupils benefit from carefully planned breaktime and lunchtime provision and enjoy a broad range of play opportunities.

p.5

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

An increase in physical activity and play during the school day reduces instances of conflict at breaktimes. However, when pupils need support with friendships or social situations, staff are there to help them. Over time, pupils become increasingly able to manage positive friendships independently. Instances of bullying are rare, but when they do occur, the school takes quick and effective action. Christ Church is a safe and secure place for pupils. Pupils generally enjoy attending school. Where pupils struggle with regular attendance, the school provides effective support for them and their families.

p.5

Next steps

Leaders should ensure a clear and strategic approach to school improvement, particularly in relation to curriculum and teaching, by identifying the right priorities to secure the best possible academic outcomes for pupils. Leaders should draw on the best available evidence to develop a coherent professional development programme that enables teaching staff to develop their expertise and improve the quality of teaching. Leaders should ensure that all pupils who are at an early stage of learning to read are taught through a rigorous systematic synthetic phonics programme and have ongoing opportunities to develop reading fluency.

p.5

Team inspectors:

Louise Lythgoe, Ofsted Inspector Jo Hygate, Ofsted Inspector

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

p.6

School and pupil context

Leaders should ensure that curriculum teaching prioritises identified gaps in pupils' foundational knowledge of literacy and numeracy so that pupils catch up quickly and access the full curriculum successfully.

p.6

About this inspection

This school is part of Christ Church Church of England Junior School Trust, which means other people in the trust also have responsibility for running the school. It is a single- academy trust. The trust is overseen by a board of trustees, chaired by Lesley Johnson.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with senior leaders, staff, parents and carers and pupils during the inspection. The lead inspector met with the chair of the trustees and spoke with a representative of the diocese.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school is a Church of England school. It is in the Diocese of Canterbury. Its last section 48 inspection was in January 2025.

p.6

About this inspection

The school currently makes use of one alternative provision.

p.6

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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. National average: 3.5%

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

average

2024/25 (final) 58% 62% Close to average

p.8

national average

2023/24 (final) 62% 61% Close to average

p.9

national average

2022/23 (final) 55% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 72% 75% Close to average

p.9

average

2023/24 (final) 71% 74% Close to average

p.9

average

2022/23 (final) 67% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (final) 75% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2023/24 (final) 67% 73% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (final) 49% 47% Close to average

p.10

average

2023/24 (final) 48% 46% Close to average

p.10

average

2022/23 (final) 35% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (final) 63% 63% Close to average

p.10

national average

2023/24 (final) 65% 62% Close to average

p.11

national average

2022/23 (final) 65% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (final) 66% 59% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (final) 51% 61% Close to average

p.11

average

2023/24 (final) 55% 59% Close to average

p.11

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.

p.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

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 . 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.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15