St Mark's Church of England Primary School, Eccles

Eccles

Address: Eccles Row, Eccles, Aylesford, Kent, ME20 7HS Unique reference number (URN): 145081

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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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Early years Expected standard

The early years curriculum is ambitious for all children, including those with special educational needs and/or disabilities. It suitably identifies the essential knowledge that children should acquire. Staff deliver the curriculum effectively because they receive adequate training.

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Early years Expected standard

Staff typically focus on children's language, communication and emotional development. They encourage children to use vocabulary learned through play. This was evident when children role played outdoors and used directional language correctly. Clear routines help develop independence. High-quality adult interactions with children support language development well, thereby strengthening and extending children's vocabulary.

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Early years Expected standard

Effective phonics teaching empowers children to use their knowledge of letters and sounds to read simple words. The adapted phonics curriculum also helps children to write with increasing confidence. Staff focus on developing children’s basic skills. As a result, children develop a sufficient pencil grip and the ability to form numbers and letters. Children learn in a nurturing environment which supports wellbeing and welfare for all. Children experience a wide range of key texts that supports them to build curiosity and understanding of the world.

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Early years Expected standard

Children are kind to each other. They take turns and share. This builds their sense of belonging. Staff work closely with families. Children achieve well overall across the areas of learning. By the end of Reception Year, they are suitably ready for Year 1.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils participate fully in school life. In this small school, staff know and value every pupil. They understand pupils' needs. The school systematically identifies pupils with SEND. Support is quickly provided to meet needs. Leaders have deployed staff well to support individual needs. Interventions outside of the classroom are effective, such as speech and language support.

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Inclusion Expected standard

Leaders regularly assess pupils to understand their individual needs and barriers. They revise adaptations to suit pupils. Pupils get personalised support to help them build on knowledge and progress. For example, they visit the sensory room, where a calm approach helps them learn and manage emotions. Staff receive relevant training to support the needs of the pupils they support.

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Inclusion Expected standard

Leaders collaborate with external specialists where needed to ensure pupils with SEND receive the support they require. They allocate additional local authority funding effectively to offer a wide range of care and support for disadvantaged pupils. For example, leaders use the funding to guarantee all pupils have access to the breakfast club and can participate in a residential visit at the end of Year 6.

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Personal development and wellbeing Expected standard

Leaders have designed a coherent programme of personal development and wellbeing. They focus on teaching pupils how to support their own social, emotional, and mental health. Pupils understand the features of healthy relationships and can talk about friendship confidently. They also manage their feelings appropriately. They feel comfortable talking to an adult if needed.

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Personal development and wellbeing Expected standard

Leaders prepare pupils well for their futures. They ensure that pupils behave safely as they grow in independence. For example, pupils learn about road safety and how to stay safe around water. Additionally, they understand how to keep themselves safe online. Leaders promote an understanding of important fundamental British values and the significance of equality, through talks form visitors to the school.

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Personal development and wellbeing Expected standard

Pupils typically talk confidently about respecting differences and treating each other fairly. They interact positively, showing politeness and kindness towards visitors. Leaders plan a range of extra-curricular activities to develop pupils’ interests and talents. For example, pupils have access to bikes to learn cycling skills. They also develop teamwork and communication skills through looking after each other and the environment. This is clearly evident in the early years, particularly among some of the youngest children.

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Personal development and wellbeing Expected standard

Pupils take part in various school trips and visits to different places of worship. They also encounter visits from inspirational visitors. Year 6 pupils build resilience through a residential trip at the end of key stage 2. These experiences develop their social, moral, and cultural awareness. Although the school has limited leadership roles for pupils, pupils learn leadership skills through the school's values of stewardship. For instance, older pupils look after younger pupils and manage the school library.

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Personal development and wellbeing Expected standard

Staff know pupils well. They provide effective support, which boosts pupils’ confidence and sense of belonging. This support removes barriers to participation and aids success.

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Achievement Needs attention

Pupils do not achieve consistently well. Some pupils, including pupils with special educational needs and/or disabilities, are below national standards in published outcomes. Following a dip in phonics results, Leaders responded by revising the phonics programme. However, it is too early to see the full impact of these changes.

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Achievement Needs attention

Pupils enjoy their lessons and engage positively with learning. In subjects such as history, some pupils recall and apply what they have learned. However, this consistency varies across the curriculum. Consequently, it reflects that some pupils do not build and remember key knowledge across the wider subjects securely over time. Achievement in mathematics and Year 4 multiplication checks have remained less secure over time. In mathematics, some pupils lack fluency with number facts and do not develop a secure foundation in concepts such as place value. Pupils do not acquire these basic skills and knowledge with sufficient confidence. This leaves them less well prepared for the next stage of learning.

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Attendance and behaviour Needs attention

Pupils with vulnerabilities, including those with special educational needs and/or disabilities (SEND), do not attend school frequently enough. Leaders' actions have not been sufficiently systematic to ensure positive impact. Leaders are working to improve this and to provide additional support to families to raise attendance to at least national averages. When needed, they work with external agencies to provide support. This helps leaders understand the barriers faced by some pupils and families. These measures have not been in place long enough to demonstrate long-term results.

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Attendance and behaviour Needs attention

Pupils understand the school's behaviour expectations. They show very positive behaviour. This keeps the school calm and orderly in classrooms and social spaces. Pupils engage fully in their learning. They follow the school rules. During playtime and lunch, pupils act the same way. They play cooperatively and creatively together. They show caring attitudes toward each other. The school does not tolerate any form of discrimination, harassment, or bullying. Approaches are in place to help pupils facing social, emotional and mental health challenges. Support is appropriate for pupils with SEND who may need adaptations. These include a 'soft start' in the morning to ensure a smooth start to the school day.

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Curriculum and teaching Needs attention

The effectiveness of teaching varies. Leaders do not have an accurate view of teaching quality. Staff typically explain concepts clearly, but they do not sufficiently check pupils’ understanding. As a result, pupils repeat mistakes and misconceptions across the curriculum. Staff make adaptations for pupils with special educational needs and/or disabilities. However, they do not routinely adapt tasks appropriately based on pupils’ starting points. Consequently, the work can be too challenging or too easy. This prevents pupils from experiencing the success they are capable of. Leaders recognise these issues and have begun addressing them through a new curriculum design.

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Curriculum and teaching Needs attention

Leaders have implemented a sequenced curriculum suitable for mixed-age classes. They have made it ambitious and broad in coverage. They prioritise writing, reading and multiplication, including phonics. Leaders have developed a clear learning sequence to build these skills over time. However, some curriculum changes remain in the early stages. The impact is not visible in pupils' work. Inconsistent checks for understanding affect what pupils know and remember in some subjects, leading to weaknesses in grammar, punctuation, and multiplication facts. Pupils enjoy their learning and engage in lessons well.

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Leadership and governance Needs attention

Leaders do not evaluate the impact of their efforts with enough accuracy. They do not have an accurate view of teaching quality. As a result, the quality of provision varies across the curriculum and pupils do not achieve well in all areas. Leaders have recently improved the curriculum and teaching and continue to do so. However, these improvements are in their early stages and have not yet led to effective practice across the school. Leaders and those responsible for governance understand the school's strengths and weaknesses. They work together to set priorities. Their goal is to improve pupils’ achievement and engagement. However, their actions have not ensured sustained improvements in attendance or outcomes for some pupils, including those with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders have taken steps to improve engagement with parents and carers. While some parents appreciate the care and commitment shown by staff, others continue to express concerns about timely communication and inconsistency with engagement. Leaders have begun to address these concerns, aiming to build trust and confidence among all parents.

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Leadership and governance Needs attention

Leaders support staff through regular professional learning. They consider workload and provide appropriate support where needed. Most staff value this support and speak positively about leaders’ efforts to promote their wellbeing.

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Leadership and governance Needs attention

Those responsible for governance provide support and challenge to leaders and strive to understand the rationale behind key decisions. They also ensure that resources are directed towards agreed priorities and that statutory responsibilities are met.

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

This small, inclusive school has a big heart. Staff warmly greet pupils when they walk through the school gates. Pupils have the opportunity to check in with a friend or a trusted adult at the start of the school day. This positivity radiates throughout the day. Pupils take pride in attending their school and talk about feeling a sense of belonging. Staff and pupils share positive relationships. Pupils feel safe and report that bullying is rare. When they have concerns, pupils know staff will listen and help. The school centres its efforts on pupils' wellbeing.

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

Pupils demonstrate politeness and respect towards staff and each other. They behave calmly and are orderly around the school. Pupils understand the school's high expectations and value the support that staff provide. However, not all pupils attend school regularly enough, leading them to miss important learning. Leaders recognise this issue and collaborate with families to improve attendance and address other barriers to learning. However, it is too soon to see the impact of this work.

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

Pupils understand the importance of respect and kindness. They strive to embody the school's value of stewardship. They enjoy the wider opportunities available, such as educational visits, themed events, and enrichment activities, which enhance their learning and boost their enjoyment of school. Pupils speak enthusiastically about these experiences and appreciate the chance to learn beyond the classroom. They also value the vast school grounds and outdoor spaces as additional learning environments.

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

Although the effectiveness of teaching is variable and contributes to below-average outcomes in national assessments, pupils demonstrate excellent attitudes to learning across the school, including in the early years. They engage enthusiastically in lessons. These positive learning behaviours support pupils in developing the knowledge and skills they need for future learning.

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Next steps

Leaders should ensure that there is a robust analysis of attendance to recognise patterns and trends and use their findings to intervene early to remove barriers so that overall attendance at least aligns with national averages. Leaders should ensure that they set high expectations and develop teaching expertise to secure pupils' foundational knowledge, particularly in mathematics and phonics. Leaders should ensure assessment tools are used effectively to check for understanding and make changes to teaching and/or the curriculum, as necessary to address knowledge gaps and misconceptions. Leaders should use precision to evaluate accurately areas for development and have a clear rationale that is detailed to drive improvement across the school for all groups. Leaders should continue raising standards in the early years to ensure that outcomes are consistently above national expectations.

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About this inspection

This school is part of The Pilgrim Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jan Taylor, and overseen by a board of trustees, chaired by Mark Wilkes.

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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 other senior leaders during the inspection. They also met with members of the governing body, including the chief executive officer and a representative from the diocese. Inspectors spoke with some pupils, staff, parents and carers.

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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 Christian religious character and is in the Diocese of Rochester.

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About this inspection

This school's last section 48 inspection was in January 2025.

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About this inspection

The school currently uses no alternative provision.

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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) 56% 62% Close to average

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average

2023/24 (final) 67% 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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average

2023/24 (final) 72% 74% Close to average

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average

2022/23 (final) 75% 73% 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) 72% 72% Close to average

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average

2023/24 (final) 72% 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) 78% 74% Close to average

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average

2023/24 (final) 72% 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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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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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

2024/25 (3 term) 5.3% 5.2% Close to average

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national average

2022/23 (3 term) 6.2% 5.9% 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) 14.5% 13.0% Close to average

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national average

2022/23 (3 term) 15.7% 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.

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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

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