Saltwood CofE Primary School

Saltwood CofE Primary School

Address: Grange Road, Saltwood, Hythe, Kent, CT21 4QS Unique reference number (URN): 118744

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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 raised the profile of attendance this year. The school recognises that pupils attend well when they feel known, valued and are well taught. They are determined that all pupils attend well and benefit fully from what the school has to offer. They carefully check pupils’ attendance rates and successfully reduce the barriers that hinder regular attendance. Leaders use their knowledge of families well, recognising and addressing barriers with care. This has helped improve attendance for some pupils with more complex needs. Consequently, overall attendance is above national figures, and persistent absence is low.

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Attendance and behaviour Strong standard

Warm and nurturing relationships underpin the culture in the school. Clear routines are consistently embedded from the Reception Year onwards. Pupils pay close attention in class and consistently display positive attitudes towards their learning. This creates an environment that is highly conducive to learning. Pupils take responsibility for their actions and the choices they make. They are self-disciplined and manage their emotions well. Pupils go out of their way to be kind to one another, sharing resources, holding doors open and supporting younger children with their learning. Pupils know which trusted adults they can speak to if they are worried. They say that bullying is extremely rare and dealt with swiftly.

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Early years Strong standard

Children make a very solid start in the early years because staff know them well and create a warm, structured and engaging environment. They learn in calm, purposeful and language-rich environments. Staff build trusting relationships and talk with children in meaningful ways during play, routines and focused activities.

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Early years Strong standard

Early years staff are highly knowledgeable about childhood development. They have carefully sequenced the curriculum and ensured that each aspect of a child's day is organised around intentional learning opportunities. Teaching, both indoors and outdoors, is purposeful and well resourced. Activities are carefully chosen to help children develop independence and curiosity, as well as key foundational knowledge. Early reading is taught consistently well, and children develop secure phonics knowledge rapidly. Regular checks on learning help staff identify gaps quickly. This accurate understanding of children’s starting points ensures they plan ambitious steps towards Year 1 readiness. Staff confidently adapt activities so that all children, including those with special educational needs and/or disabilities, develop their skills and knowledge across the 7 areas of learning and development.

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Early years Strong standard

Children are well prepared for Year 1 because staff work closely together with parents to ensure that expectations, routines and early learning foundations are firmly embedded throughout the early years.

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Inclusion Strong standard

Leaders demonstrate a strong commitment to inclusion, underpinned by detailed knowledge of individual pupils and their circumstances. They ensure that there is a clear focus on supporting pupils' academic progress and their social and emotional development.

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Inclusion Strong standard

Leaders quickly identify pupils’ needs and put the right support in place. Precise and detailed individual learning and intervention plans ensure that staff know individual pupil's needs very well. This deep knowledge fosters a strong sense of belonging, creating a highly inclusive culture. Staff receive the training and support they need to implement the strategies outlined in pupils' learning plans effectively. As a result, pupils receive support that is highly personalised and responsive. Leaders check the effectiveness of this support and make adjustments when needed.

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Inclusion Strong standard

Well-trained staff provide effective emotional support when pupils need it. The school’s sunflower and rainbow rooms enable staff to provide nurture and support to pupils. They foster pupils’ positive wellbeing by teaching them how to manage their own emotions and feelings. The support that pupils receive enables them to engage positively with their learning.

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Inclusion Strong standard

Leaders use additional funding to deliver tailored support that addresses pupils' academic and pastoral needs. As a result, disadvantaged pupils make positive progress, both academically and emotionally because of this.

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Leadership and governance Strong standard

Leaders know their school very well. The new leadership team have been unfaltering in their focus to create a highly inclusive culture which puts pupils’ learning, development and preparation for life beyond school at the heart of their actions and decision-making. They have implemented many rapid and effective improvements in the last year. Leaders have identified clear priorities to further improve the consistency of teaching across the school. They constantly review and develop the curriculum in response to the evolving context of society. The strategies put in place evidence sustained improvements in curriculum quality and academic outcomes.

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Leadership and governance Strong standard

Leaders have also worked effectively with staff to stabilise the school after a period of turbulence. They have built constructive relationships with parents and carers which foster trust, and ensure that concerns are addressed promptly. Governors bring a wealth of expertise and contribute actively to shaping the school’s culture and expectations. They offer the right blend of challenge and support and ensure that statutory duties are met.

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Leadership and governance Strong standard

Staff describe a culture of trust, open communication and supportive teamwork. Morale is high and leaders show genuine care. Staff across the school value the way in which senior leaders consider their wellbeing and provide a well ‑ planned programme of professional development.

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Personal development and wellbeing Strong standard

The personal, social and health education and relationships education is well structured, age-appropriate and reinforced through assemblies and wider experiences. Leaders ensure that the programme makes a tangible difference to pupils' lives. Disadvantaged pupils and those who may face barriers access the full offer, supported by targeted pastoral support.

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Personal development and wellbeing Strong standard

From reception through to year 6, pupils develop secure knowledge, character and confidence. They speak with maturity about different families, recognise discrimination and use respectful language. Respect is commonplace. They confidently explain how they keep themselves safe, including online and offline, and how they apply the school values. Over time, pupils develop a secure understanding of life in modern Britain. For example, they learn about democracy as well as different cultures and faiths. Pupils understand the importance of tolerance and celebrating diversity. Teachers select books carefully to help pupils develop empathy.

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Personal development and wellbeing Strong standard

Pupils learn how to be respectful, responsible and confident members of the community. They take on leadership roles, such as on the school council and as sports leaders, which build confidence and a sense of responsibility. Pupils actively contribute to charitable and community initiatives, demonstrating pride in making a positive difference. Leaders ensure that pupils broaden their lived experiences through carefully considered trips and enrichment activities. All pupils have access to a broad range of extra-curricular activities. These include a variety of sports and outdoor activities. Many pupils take part in the school choir and musical performances. Pupils enjoy these experiences and describe feeling confident to try new activities.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective. They implement strategies including targeted emotional literacy support. Consequently, pupils' wellbeing improves rapidly. Where necessary, more personalised support is provided.

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Personal development and wellbeing Strong standard

By the time they leave, pupils are reflective, resilient and generous-spirited. This prepares them really well for their next steps.

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Achievement Expected standard

Pupils, including those who are disadvantaged, typically achieve well. Pupils are particularly successful with their reading outcomes. Pupils with special educational needs and/or disabilities make secure progress from their individual starting points. Younger pupils make secure gains in early reading, communication and number. On the whole, pupils across the school can describe and discuss their learning. They use appropriate subject-specific language and vocabulary. In the wider curriculum, pupils generally demonstrate secure recall of current learning. However, there is some variability in how well they remember prior learning over time. Leaders have begun to address this. There are early signs that this is having an impact. Leaders accurately identify pupils who need additional support. Pupils who receive extra help catch up quickly, and the support they receive has a positive impact on their learning.

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Achievement Expected standard

Typically, pupils are very well prepared to move on to secondary school with confidence.

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Curriculum and teaching Expected standard

Leaders have significantly refined the curriculum to ensure that it is well designed and sequenced. It includes a clear progression of knowledge and skills from early years to Year 6. Leaders have chosen their approach to the curriculum carefully to support consistency in how well pupils learn. The curriculum and teaching are inclusive in design. This means that pupils with barriers to their learning access the full curriculum.

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Curriculum and teaching Expected standard

Some aspects of the curriculum, such as reading, are embedded well and ensure pupils become fluent and confident readers. This includes children in the early years who quickly consolidate their knowledge of letters and phonics. Pupils across the school have frequent opportunities to listen to and read books that capture their interests. Some aspects of the curriculum, such as writing, are newer and therefore the full impact has not yet been realised.

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Curriculum and teaching Expected standard

Typically, teachers have the skills and knowledge to teach subjects confidently. They make sensible adaptations so that pupils can take part and succeed. Pupils who need additional help receive it in a timely and effective way. Opportunities for deeper thinking and developing memory are well established in some subjects but not all. This prevents some pupils from gaining the depth and breadth of knowledge they need to achieve highly. Leaders know where teaching is less consistent and are providing further support and training where this is needed.

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

Pupils belong to a school community where staff know them well, value their contributions and encourage them to do their best every day. The school embraces its close-knit community where kindness and respect are second nature. Pupils, and children in the early years, are happy and feel safe. They say there is always an adult they can talk to if they are worried.

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

Leaders are ambitious for all pupils, including those who have additional needs. Pupils know that leaders hold high expectations and are ambitious for them, and pupils rise to these expectations. Pupils enjoy a broad curriculum, which is supported by enrichment opportunities and practical experiences. They find learning interesting and want to do well. Pupils speak positively about how teachers support them to achieve successfully. Staff expertly remove any barriers that pupils’ special educational needs and/or disabilities (SEND) face. Typically, pupils achieve well and build the knowledge they need to succeed. They are well prepared for their next steps.

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

Pastoral support is a strength of the school. The school's inclusive ethos ensures that pupils who are disadvantaged, including those with SEND, are supported effectively to access all aspects of school life. Pupils benefit from opportunities to take on responsibilities and contribute to school life. Pupils enjoy the range of clubs, trips and activities on offer to them which enhance their school experience.

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

The school is calm and orderly throughout the day. Pupils have positive attitudes to learning. They listen attentively in lessons and strive to uphold the school’s values. Warm and caring relationships are central to the school’s approach. Mixed-age friendships are common, and pupils play happily together at social times. Bullying is extremely rare. If it did happen, pupils are confident that adults will deal with it swiftly. Pupils enjoy school, and this is reflected in their high attendance.

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Next steps

Leaders should strengthen teaching so that pupils consistently deepen their understanding of key concepts and pupils' achievement increases further. Leaders should strengthen their work to embed strategies for developing transcription so that pupils' writing skills continue to improve.

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About this inspection

The acting headteacher took up their post in January 2026.

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About this inspection

The chair of the board of governors in this school is Sam Slee.

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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 and staff. They also spoke with the school's improvement partner from the local authority and a representative from the diocese. The lead inspector met with members of the governing board, including the chair.

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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 November 2024.

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About this inspection

The school does not use any alternative provision.

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Team inspectors:

Kirstine Boon, Ofsted Inspector Graham Chisnell, Ofsted Inspector

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 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 6 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 needs support 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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average

2024/25 (final) 63% 62% Close to average

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average

2023/24 (final) 66% 61% Close to average

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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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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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average

2024/25 (final) 70% 74% Close to average

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average

2023/24 (final) 78% 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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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 67% 63% Close to average

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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

2024/25 (final) 50% 59% 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

‘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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gap

‘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) 4.9% 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 (3 term) 10.4% 13.0% 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.

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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.

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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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