Allhallows Primary School Closed - for academy Aug. 31, 2013
Allhallows Primary School
Headteacher: Mrs Belinda Beckhelling Bsc Hons Npqh
reveal email address
Try our new candlecosy scented candles for full month of fragrance in your reception or home. Summer scents ready now.
School holidays for Allhallows Primary School via Medway council
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Aug. 31, 2013
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 583972, Northing: 177998
- GPS coordinates
- Latitude: 51.471, Longitude: 0.64747
- Accepting pupils
- 4—11 years old
- Ofsted last inspection
- Feb. 28, 2013
- Region › Const. › Ward
- South East › Rochester and Strood › Peninsula
- Town and Fringe - less sparse
- Allhallows CofE Middle School ME39HR
- Allhallows Primary Academy ME39HR (120 pupils)
- 1.2 mile Stoke Community School ME39SL (141 pupils)
- 3.1 miles St James' Church of England Voluntary Aided Primary School ME30BS
- 3.1 miles St James Church of England Primary Academy ME30BS (179 pupils)
- 3.5 miles Leigh Beck Infant School and Nursery SS87TD (346 pupils)
- 3.5 miles Leigh Beck Junior School SS87TD (360 pupils)
- 3.5 miles Leigh Beck Infant School and Nursery SS87TD
- 3.6 miles Lubbins Park Community Primary School SS87HF (197 pupils)
- 3.9 miles Continuum School - Canvey Island SS87RW
- 4 miles High Halstow Primary School ME38TF
- 4 miles High Halstow Primary School ME38TF (200 pupils)
- 4.1 miles Furtherwick Park School SS87AZ
- 4.2 miles Castle View School SS87FH (1059 pupils)
- 4.2 miles Castle View School SS87FH (1059 pupils)
- 4.4 miles St Joseph's Catholic Primary School, Canvey Island SS89DP (212 pupils)
- 4.5 miles William Read Primary School SS80JE (363 pupils)
- 4.5 miles William Read County Infant School SS80JE
- 4.5 miles William Read County Junior School SS80JE
- 4.6 miles Canvey Junior School SS80JG (229 pupils)
- 4.6 miles Canvey Island Infant School SS80JG (178 pupils)
- 4.9 miles St Katherine's Church of England Primary School SS89QA (235 pupils)
- 4.9 miles Winter Gardens Primary School SS89QA (410 pupils)
- 5 miles Leigh North Street Junior School SS91QE (355 pupils)
Ofsted report: Newer report is now available. Search "118521" on ofsted.gov.uk. latest issued Feb. 28, 2013.
|Unique Reference Number||118521|
|Inspection date||25 September 2007|
|Reporting inspector||Derek Watts|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4-11|
|Gender of pupils||Mixed|
|Number on roll (school)||134|
|Appropriate authority||The governing body|
|Date of previous school inspection||19 May 2003|
|School address||Avery Way|
|Rochester ME3 9HR|
|Telephone number||01634 270705|
|Fax number||01634 270705|
The inspection was carried out by two Additional Inspectors.
Description of the school
Allhallows is a small primary school. The vast majority of pupils come from a White British background. There are very few pupils who speak English as an additional language. The proportion of pupils with learning difficulties and/or disabilities is above average. The school has experienced considerable staffing changes over the years but in the last two years, the teaching force has been more settled.
Overall effectiveness of the school
The overall effectiveness of Allhallows Primary is satisfactory. Pupils' personal development is good as a result of the good care, guidance and support that they receive. Their academic achievement is satisfactory.
The headteacher and deputy headteacher have successfully seen the school through a difficult time when standards declined, and there were several staff changes and a fall in pupil numbers. Standards have risen from well below average to average and there have been significant improvements in pupils' behaviour. The school has regained the confidence of the parents and local community and pupil numbers have risen again. Parents now hold very positive views about Allhallows. One comment sums up the views of many: 'After its turbulent history, the school has greatly improved'. Leaders are focusing their attention on raising pupils' achievement further, particularly in mathematics. Until recently, most of the leadership responsibilities were held by the headteacher and deputy headteacher. New subject leaders are being developed and trained but their role in monitoring performance and improvement planning is limited. Children are getting off to a good start in the Foundation Stage. With a more settled staff, the school is in a good position to build on its improvements.
Pupils enjoy school and this is reflected in their good attendance and their keen participation in activities. Pupils are friendly and polite and relate well to others. Behaviour is consistently good in lessons and around the school. Pupils adopt healthy lifestyles and have a clear understanding of the importance of eating a balanced diet, keeping safe and taking regular exercise. They readily take on responsibilities such as serving on the school council and they make good contributions to the local and wider community. The school works well with a range of external agencies to provide well-targeted support for any pupils who need extra help.
Satisfactory teaching and learning and a sound curriculum enable pupils to make satisfactory progress overall. Teachers have good relationships with their class and make the purpose of lessons clear. Pupils make good progress when they are challenged and tasks are well matched to their abilities. However, this good practice is not always consistent. In a few lessons, pace and challenge are not high enough and the rate of learning slows. By Year 6, standards are broadly average overall but there are differences across the subjects. Standards are average in English and science but below average in mathematics. In Years 3 to 6, pupils do not always make the progress that they should in this subject. A range of positive measures are being implemented to improve mathematics, such as focusing on mental skills and increasing investigative and problem-solving activities. However, these initiatives are too recent to have made a difference to pupils' achievement. Pupils enjoy the good range of additional activities that enrich the curriculum.
Effectiveness of the Foundation Stage
Children enter the Reception year with standards a little below those expected at this stage. The Foundation Stage is well led and managed. As a result, assessment procedures are effective and teachers have a clear overview of how well children are doing and what they need to do next. Good teaching and a stimulating curriculum give children in Reception a good start. Children are enthusiastic about their learning and make good gains in all areas, although their understanding of letter sounds is weaker than other aspects and the school is taking steps to improve this. Significant improvements have been made to the Foundation Stage since the last inspection, particularly to the range of activities provided.
What the school should do to improve further
- raise achievement, particularly in mathematics in Year 3 to 6, by fully embedding the development of mental and investigative skills
- ensure that all lessons have suitable levels of challenge and that learning maintains a brisk pace
- extend the role of subject leaders and ensure that all are effectively monitoring performance and improvement planning.
Achievement and standards
Children make good progress in the Reception Year and most attain the expected levels in all areas of learning by the start of Year 1. In Years 1 and 2, pupils make steady progress but standards fluctuate in Year 2 because of variations in the overall attainment of small year groups. In the past, this secure base has not always been built on as effectively as it might have been. As a result, pupils have not always made the gains that they should in Years 3 to 6 and standards at the end of Year 6 were below average up to two years ago. Greater stability in staffing has led to improvements and standards have risen to broadly average levels. However, pupils do better in English and science than they do in mathematics. The school is taking positive action to tackle this. Most pupils with learning difficulties and/or disabilities make good progress because of the effective care and support provided. A significant number reach nationally expected standards at the end of Year 6.
Personal development and well-being
Pupils are enthusiastic about school and show positive attitudes to learning. Spiritual, moral, social and cultural development is good, with the moral and social aspects being particularly strong. Behaviour has improved since the last inspection. Clear and consistent expectations by staff and positive relationships lead to consistently good conduct. Pupils form good relationships with adults and amongst their peers. They work well collaboratively in activities. They adopt healthy lifestyles and possess a good understanding of the importance of healthy diets and taking regular exercise. Pupils thrive on additional responsibilities. Those on the school council take their responsibilities seriously. These pupils have contributed to the development of an environmental garden and make good suggestions for fundraising events. Pupils make a positive contribution to the local community with drama and music productions in the village. The raising of funds for a variety of charities such as Children in Need contributes to the wider community. Pupils are reasonably well prepared for the future. They have well-developed personal and social skills and a sound base of literacy, numeracy and information and communication technology (ICT) skills.
Quality of provision
Teaching and learning
Across the school, teachers share the purpose of lessons effectively with their classes, so that pupils know what they are expected to learn. Teachers' instructions and explanations are clear and informative. Pupils are attentive and respond well to their teachers' instructions and questions. Pupils have good opportunities to discuss their work and so their speaking and listening skills develop well. When teachers use assessment information effectively, tasks are well matched to pupils' needs. As a result, pupils are suitably challenged and make good gains in their learning. In a few lessons across the school, the level of challenge is not appropriate. Not all lessons proceed at a brisk pace and the rate of learning slows. Teaching assistants are effectively deployed and contribute well to learning, particularly for pupils with learning difficulties and/or disabilities. The marking of pupils' work is positive and constructive. Good work is praised and comments help pupils to improve.
Curriculum and other activities
The curriculum promotes pupils' personal development well and enables them to make satisfactory progress. Good emphasis has been placed on the development of language and literacy skills and pupils usually make better progress in these areas than in mathematics, particularly in Years 3 to 6. Work is underway to improve pupils' mental skills, increase investigative and problem-solving work and provide more opportunities for pupils to use and apply their skills in other subjects. There is good provison for pupils with learning difficulties and/or disabilities and this enables these pupils to make good progress. French adds an interesting dimension to pupils' learning and cultural development. A good range of additional activities contributes to pupils' enjoyment and interests. These include choir, gymnastics, football, ICT and textiles. Healthy lifestyles and personal safety are promoted well.
Care, guidance and support
Good pastoral care and support contribute well to pupils' personal development. Procedures to ensure pupils' protection and safety are effective so pupils are safe and secure at school. Staff know the pupils well and have established good relationships with them and their parents. Good support is provided for pupils, with learning difficulties and/or disabilities. Systems for assessing and tracking pupils' attainment and progress are effective. Assessment information is usually used well to set suitably challenging individual learning targets in English and mathematics. As a result, most pupils know what they are working towards in these subjects. Mathematics targets are being refined and sharpened to take good account of the changes to the mathematics curriculum.
Leadership and management
Leadership and management have been successful in providing effective care, guidance and support and in promoting pupils' personal development. Senior staff have successfully led the school through a prolonged period of disruption and succeeded in improving teaching and pupils' behaviour. This has led to a rise in standards. Good provision in the Foundation Stage enables children to get off to a good start. The school has demonstrated good capacity to improve and established a firm foundation on which to build further.
The school has worked hard to forge a strong partnership with parents. Parents give good support and are very pleased with the care and education provided. The headteacher, the school's positive atmosphere, and the approachability of the staff all come in for high praise. Typical parental comments are, 'The staff are always approachable and very helpful', 'We are very pleased with the way the headteacher leads and manages the school' and 'The atmosphere is warm and friendly'.
Self-evaluation is satisfactory. Senior staff have accurately identified the right priorities for improvement, but some key subject leaders are new to their post and their role in terms of monitoring and evaluation is still developing. The need to raise achievement in mathematics has rightly been identified as the most pressing priority. Well–thought-out plans are being implemented and good use is being made of local authority advisers to improve provison for the subject. Challenging targets are set as part of the school's drive to raise achievement.
Governors are committed and have supported the school through some challenging times. There is scope for them to be more questioning about how well pupils are achieving in order to get a clearer view of the school's strengths and weaknesses.
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate||School Overall|
|How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners?||3|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||2|
|The effectiveness of the Foundation Stage||2|
|The capacity to make any necessary improvements||2|
|Achievement and standards|
|How well do learners achieve?||3|
|The standards1 reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||3|
|How well learners with learning difficulties and disabilities make progress||2|
|1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.|
|Personal development and well-being|
|How good is the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||2|
|How well learners enjoy their education||2|
|The attendance of learners||2|
|The behaviour of learners||2|
|The extent to which learners make a positive contribution to the community||2|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||3|
|The quality of provision|
|How effective are teaching and learning in meeting the full range of the learners' needs?||3|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||3|
|How well are learners cared for, guided and supported?||2|
|Leadership and management|
|How effective are leadership and management in raising achievement and supporting all learners?||3|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||3|
|How effectively leaders and managers use challenging targets to raise standards||3|
|The effectiveness of the school's self-evaluation||3|
|How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can||3|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||3|
|The extent to which governors and other supervisory boards discharge their responsibilities||3|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
Text from letter to pupils explaining the findings of the inspection
Allhallows Primary School, Rochester, ME3 9HR.
Thank you so much for welcoming us into your school and showing us your work. We enjoyed our visit and would like to tell you what we found out. Allhallows is a satisfactory school and does particularly well in the way that it helps you to become mature and responsible. We were very impressed with how much you know about the importance of keeping healthy and staying safe.
These things are strengths of the school:
- you clearly enjoy school and your attendance is good
- children in Reception get off to a good start
- you are friendly and polite and get on well with other pupils and adults
- a good range of additional activities and clubs is provided
- your behaviour is good in and around the school
- staff know you well; they take good care of you and give you good support
- your parents are very pleased with the care and education provided.
These are the things the school has been asked to improve:
- some of you could make more progress, particularly in mathematics in Years 3 to 6, and the school is working hard to make this happen
- in some lessons, your teachers could make you think harder and make sure that you learn more
- all subject leaders need to check carefully how well you are doing and make plans for any improvements needed in the areas for which they are responsible.
Finally, thank you once again for all your help. We wish you all the best for the future.
With kind regards
Derek Watts Lead Inspector
© Crown copyright 2007
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaints about school inspections', which is available from Ofsted's website: ofsted.gov.uk.