Drapers Mills Primary Academy

Drapers Mills Primary Academy

Address: St Peter's Footpath, Margate, Kent, CT9 2SP Unique reference number (URN): 139021

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

Early years Expected standard

Leaders identify childrens' needs early and provide effective support to help reduce barriers to learning. The school serves a diverse community and staff work diligently to ensure all children feel welcome and supported. This helps them settle into school life quickly.

p.2

Early years Expected standard

Leaders have established a well-considered early years curriculum that is generally well taught. Pupils benefit from interactions with adults that support their language development. Children use this language in their own play. Adults help children learn phonics well. Leaders have recently improved the way that children are taught to form their letters correctly. Children are quickly acquiring the skills that they need to read and write. Leaders check the quality of the environment, teaching and children’s achievement. They evaluate this accurately. They identify the right training for staff to develop the provision further. As a result, staff have the expertise to support children well.

p.2

Early years Expected standard

Children make positive gains in their learning from their individual starting points. Staff adapt teaching for disadvantaged children and children with special educational needs and/or disabilities. They check learning carefully and provide targeted support so children can keep up with the curriculum. Generally, children are well prepared for Year 1 by the end of the Reception Year.

p.2

Inclusion Expected standard

Leaders quickly identify barriers to learning and/or wellbeing when children start school. Staff work closely with leaders to develop tailored plans and ensure that pupils receive the help they need. Effective pre-teaching and catch-up support helps many pupils, including pupils with special educational needs and/or disabilities, to access the curriculum. Approaches to classroom adaptations are not consistently embedded, however. Training and mentoring are strengthening staff expertise, but some adaptations to learning tasks and questioning do not meet pupils' needs as effectively as they could. Many pupils face barriers to their wellbeing. Pupils benefit from a wide range of highly effective support for their wellbeing. As a result, the barriers that pupils face reduce rapidly.

p.2

Inclusion Expected standard

Leaders know pupils well, particularly those need additional support. They work effectively with families and external professionals to ensure that pupils receive timely help when they need it. The school's ‘nest’ and ‘hive’ provisions afford valuable support for pupils with significant needs within a calm, positive atmosphere. The pupil premium strategy is well considered and supports pupils’ wider development effectively. Leaders are strengthening support for disadvantaged pupils, and this renewed focus is beginning to increase their achievement across the curriculum.

p.2

Personal development and wellbeing Expected standard

Personal development is woven through the school's curriculum and wider work. The relationships education programme develops pupils’ understanding of healthy relationships, personal safety and life in modern Britain. Leaders ensure that the curriculum reflects the

p.2

Needs attention

unique knowledge and experiences that pupils in this school need for the future. Pupils develop secure knowledge about how to stay safe near water, as well as understanding how to stay safe when online. Pupils discuss these topics confidently and can explain how the school's values influence their actions and decisions.

p.3

Needs attention

Leaders ensure that pupils develop an understanding of important ideas, such as the rule of law and the significance of equality. As such, pupils talk maturely about the need to respect differences and treat each other fairly. As one pupil commented, ‘We don’t tolerate, we celebrate difference’. Leaders make sure that spiritual and cultural diversity are celebrated in school. This is reflected in the positive way that pupils interact with each other. They are polite and respectful towards visitors to the school.

p.3

Needs attention

Pastoral support is a central feature of the school's work. A range of support is available for pupils and families. This aspect of the school’s work is highly successful. Leaders carefully check that this support is helping pupils. Pupils feel included and know where to turn when they need support. This contributes to an inclusive environment, where pupils feel valued and supported.

p.3

Needs attention

Leaders have planned an increasingly broad range of extra-curricular activities to develop pupils’ interests and nurture their talents. They ensure that all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, benefit from this work. There are wide range of leadership opportunities in the school. Pupils are rightly proud of these roles and how they contribute to their school community.

p.3

Achievement Needs attention

Although pupils’ achievement in national examinations is improving, it is still too low. Staff do not always check on what pupils already know and adapt the curriculum to help pupils build the knowledge they need. As a result, gaps in learning remain and too many pupils, including those who are disadvantaged, are not ready for the next stage of learning. Typically, pupils with special educational needs and/or disabilities make suitable progress from their starting points.

p.3

Achievement Needs attention

Generally, pupils achieve well in the phonics check. Outcomes are in line with national averages. Gaps in reading for older pupils are not closing quickly, however. In mathematics, some pupils lack fluency with number facts. In writing, some pupils do not develop secure transcription skills and sentence construction. These gaps slow pupils' progress as they move through the school. Leaders have begun to strengthen the curriculum and teaching in these subjects.

p.3

Attendance and behaviour Needs attention

Too many pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, miss too much school. Attendance is below the national average and has been for some time. Leaders understand the challenges that families face and take determined action to improve attendance. Leaders use data carefully, build strong relationships and work with other services to provide tailored support. As a result, some pupils are beginning to attend more regularly and show improved engagement. Leaders know they need to continue to support families to remove barriers and ensure that all pupils attend well. They recognise that more work is needed to make sure those who miss school catch up quickly.

p.3

Attendance and behaviour Needs attention

The renewed behaviour expectations are having a positive impact on the culture of the school. Pupils move around the school calmly and demonstrate positive and respectful relationships. Most pupils usually behave well in class, but there are times when some pupils are not fully engaged in their learning. This is because there are times when adaptions do not meet pupils' starting points and help them to learn as well as they could. Pupils say that bullying is rare. They know that adults deal with any unkind behaviour fairly and promptly.

p.4

Curriculum and teaching Needs attention

The curriculum is not implemented consistently well. Leaders have made sure that a well- sequenced curriculum is in place for all subjects. Despite this, further work is needed to ensure that it is adapted to the specific needs of pupils. Sometimes staff do not consider gaps in learning when giving pupils tasks to complete. This means that pupils, including those who are disadvantaged, sometimes struggle to learn new things because they have not secured important prior learning.

p.4

Curriculum and teaching Needs attention

Teaching is not consistently effective across the school. Where it is strongest, staff explain new learning clearly and check pupils' understanding carefully. This is the case for early reading, which leaders have rightly focused on. In these lessons, pupils quickly learn the sounds that letters make. Variability in the teaching of other subjects affects the quality of pupils' learning experiences. As a result, learning does not always build as effectively as it should and some pupils show gaps in basic knowledge and skills. These inconsistencies have a greater impact on some groups of pupils, particularly the older pupils.

p.4

Curriculum and teaching Needs attention

Pupils with special educational needs and/or disabilities generally receive effective support through targeted teaching. Typically, staff make effective adaptations so that all pupils can access the curriculum.

p.4

Leadership and governance Needs attention

The school’s leadership team has recently been through a period of change. This has contributed to some priorities not being addressed quickly enough. The reinvigorated culture of ‘Team Draper’ has identified the right priorities and is beginning to result in effective action. Leaders are not complacent and they know that there is more work to do to ensure that pupils attend, learn and achieve as well as they should.

p.4

Leadership and governance Needs attention

Leaders within the trust have provided a period of stability within the school. They use the skills and expertise of their community of schools to provide timely and considered support to the staffing team at the school. Trustees, governors and leaders understand the school’s context and the needs of its community well. They ensure that all pupils are included in the life of the school. They understand leaders' actions and provide challenge and support as required. Trustees complete their statutory duties.

p.4

Leadership and governance Needs attention

Staff receive professional learning which is clearly matched to the school's priorities. It is focused on what needs to improve and how to help staff to do this. Staff feel well supported by leaders. Staff value the supportive school community in which they work. They are very proud to work at the school.

p.5

Leadership and governance Needs attention

Generally, parents are positive about the school and feel included as part of the community. Leaders have created a culture of welcome that means that parents and carers are increasingly participants in their children’s learning. Leaders are developing a renewed sense of community at Drapers.

p.5

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

Drapers Mills Primary Academy is a friendly and welcoming inclusive school. The school's motto to, ‘inspire minds and shape futures’, is at the heart of this nurturing school where every pupil matters. Pupils are proud of their school. They enjoy coming because they feel safe. Relationships between staff and pupils are warm and caring.

p.5

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

Pupils in the early years get off to a great start of their education at the school. They learn the skills and knowledge they need to help them be ready for Year 1. Pupils enjoy their phonics lessons and achieve well. Generally, pupils enjoy learning new subjects, such as the Tudors in history and different climate zones in geography. However, variability in teaching and the delivery of the curriculum means that some pupils, including those that are disadvantaged, do not learn foundational skills well enough. As a result, gaps in their learning remain and they do not achieve as well as they could.

p.5

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

Pupils follow the school rules and respond positively to leaders' expectations. This creates a calm, orderly environment for learning. When pupils find following the rules difficult, leaders provide high-quality support. Pupils cooperate well at social times. They share and take turns. Pupils say that bullying is rare. They know what to do if it happens and trust that staff will help them. When pupils are worried, staff act swiftly and effectively.

p.5

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

Pupils speak enthusiastically about the personal development programme. They value educational trips to venues such as an art gallery and the wildlife park. They enjoy taking part in events such as 'culture week', when they immerse themselves in learning about life in modern Britain.

p.5

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

There are signs of improvement for some pupils as a result of leaders' efforts to promote the importance of regular attendance. However, more work is needed as too many pupils continue to miss school too often.

p.5

Next steps

Leaders should continue their work to improve pupils’ attendance and reduce rates of persistent absence, so that all pupils, including those who face additional barriers to their learning and/or wellbeing, benefit from regular attendance and full access to the curriculum. Leaders should further develop the curriculum to ensure that it is specifically tailored to the changing context and needs of the pupils in the school. Leaders should ensure that all staff apply the school’s agreed teaching approaches consistently, maintaining high expectations for the quality of work in pupils’ books across all subjects. Leaders should ensure that teachers check more consistently on what key knowledge pupils remember. They should ensure that gaps in learning are addressed so that pupils build secure knowledge over time and are ready for the next steps in their education.

p.6

About this inspection

This school is part of The Kemnal Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Russell Hobby, and overseen by a board of trustees, chaired by Catherine McGuinness.

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 school leaders, trust leaders and those responsible for governance during the inspection. Inspectors also spoke to pupils and parents at the school gate.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The school has undergone significant changes since the last inspection. The headteacher became the substantive headteacher in September 2025.

p.6

Team inspectors:

Giles Osborne, Ofsted Inspector Catherine Hylands, Ofsted Inspector Margaret Coussins, Ofsted Inspector

p.7

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.7

Facts and figures used on inspection

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

p.7

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.8

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.

p.8

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.9

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.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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) 40% 47% 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.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) 48% 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

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.12

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.13

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.14

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.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.15

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 .

p.15

Urgent improvement

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.15

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