Delce Infant School
phone: 01634 844127
headteacher: Miss Donna Atkinson Ba Hons
330 pupils capacity: 91% full
155 boys 51%
145 girls 48%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 574568, Northing: 166523
- GPS coordinates
- Latitude: 51.371, Longitude: 0.50656
- Accepting pupils
- 3—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 4, 2014
- Region › Const. › Ward
- South East › Rochester and Strood › Rochester East
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.1 miles Delce Junior School ME12NJ (377 pupils)
- 0.1 miles Delce Academy ME12NJ
- 0.2 miles The Rochester Grammar School ME13BY
- 0.2 miles The Rochester Grammar School ME13BY (1176 pupils)
- 0.3 miles Balfour Infant School ME12QT (271 pupils)
- 0.3 miles Sir Joseph Williamson's Mathematical School ME13EL
- 0.3 miles Sir Joseph Williamson's Mathematical School ME13EL (1199 pupils)
- 0.4 miles Balfour Junior School ME46QX (480 pupils)
- 0.4 miles St Peter's Infant School ME12HU (108 pupils)
- 0.4 miles St William of Perth Roman Catholic Primary School ME13EN (208 pupils)
- 0.5 miles Warren Wood Community Primary School and Language Unit ME12UR (278 pupils)
- 0.5 miles The Thomas Aveling School ME12UW
- 0.5 miles The Thomas Aveling School ME12UW (1072 pupils)
- 0.5 miles Warren Wood Community Primary School and Language Unit ME12UR
- 0.6 miles Chatham Grammar School for Boys ME46JB
- 0.6 miles The Cedars School ME13DE (23 pupils)
- 0.6 miles Chatham Grammar School for Boys ME46JB (904 pupils)
- 0.7 miles Fort Pitt Grammar School ME46TJ
- 0.7 miles Chatham South School ME46NT
- 0.7 miles St John Fisher Catholic Comprehensive School ME46SG (846 pupils)
- 0.7 miles Blue Skies School ME46DQ (18 pupils)
- 0.7 miles Fort Pitt Grammar School ME46TJ (780 pupils)
- 0.7 miles New Horizons Children's Academy ME46NT
- 0.8 miles St John's Church of England Voluntary Controlled Infant School, Chatham ME46RH (90 pupils)
Delce Infant School
Fleet Road, Rochester, ME1 2QA
|Inspection dates||4–5 June 2014|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
The school has the following strengths
| Some groups of pupils, particularly those with |
In the previous year too few of the most able
In previous years too few children in the Early
disabilities or special educational needs, do
not make progress as fast as other pupils in
pupils achieved high results at the end of Key
Stage 1, particularly in reading.
Years Foundation Stage were well prepared
for learning in Key Stage 1.
| Not all teaching is consistently good. Teachers |
The teaching of reading, although improving,
The governing body does not yet ensure that
do not always ensure that pupils respond to
the written advice that they are given, with the
result that some pupils do not improve their
work as swiftly as they could.
does not always meet the needs of all different
groups of pupils.
its challenges to the school are recorded
properly or followed up.
| The recently appointed headteacher, ably |
supported by the new leadership team, has
significantly raised expectations in the school.
There have been strong improvements to
pupils’ progress and the quality of teaching as
| Pupils are keen to learn and proud of their |
The school manages behaviour and looks after
work and achievements. Their positive
attitudes to learning have contributed to their
pupils well. Pupils are taught how to keep
themselves safe, and feel safe in the school.
Information about this inspection
- The inspectors saw teaching in every class. They observed one assembly, 15 lessons and pupils’
behaviour in the playground and at lunchtime. Five lessons were observed jointly with the
headteacher, deputy headteacher or Early Years Foundation Stage leader.
- Discussions were held with pupils, four members of the governing body, the headteacher and
other members of staff.
- The inspectors observed many aspects of the school’s work, including support for pupils who
need extra help. They heard pupils read and examined pupils’ work in their exercise books and
on classroom and corridor wall displays.
- The inspectors looked at a number of documents, including plans for what pupils will learn in
each subject, plans for the school’s future development, the school’s use of sports premium and
pupil premium funding. They also examined the school’s arrangements for keeping pupils safe,
pupils’ attendance records, minutes of governing body meetings, records of how pupils’ learning
is checked and tracked, and records of how the quality of teaching is checked.
- Inspectors took account of the views of parents and carers by considering 27 responses to the
online Parent View survey and one letter from a parent, and through discussions with several
- Inspectors took staff views into consideration by looking at questionnaires completed by 24 staff
members and through discussions with several members of staff.
|Steven Popper, Lead inspector||Additional Inspector|
|Jackie Edwards||Additional Inspector|
|Peter Lacey-Hastings||Additional Inspector|
Information about this school
- The school is a larger-than-average-sized infant school.
- The proportion of pupils supported by the pupil premium is lower than that found in most
schools. This is additional government funding provided to give extra support to those pupils
known to be eligible for free school meals and to children who are looked after.
- The proportions of disabled pupils and those with special educational needs, including pupils
supported through school action or school action plus and those with statements of special
educational needs, are lower than in most other schools. Some pupils have speech, language
and communication needs, whilst others have behavioural, emotional and social difficulties or
- A large majority of pupils are of White British heritage. Other pupils represent a range of
different ethnic backgrounds.
- The school shares its site with a children’s centre that was not included in this inspection as it is
inspected separately. The headteacher of the school is also the head of the children’s centre.
- There has been a large number of changes in staffing and leadership since the school’s last
inspection. The headteacher took up her post in January 2012. A range of other leaders also
took up their posts during the current academic year. Eight new teachers have been appointed
since January 2013.
What does the school need to do to improve further?
- Ensure that all teaching is good or better by making certain that all teachers check that pupils
respond to the written advice that they receive.
- Narrow the gaps in progress between different groups of pupils by ensuring that the school’s
teaching of reading always meets their needs.
- Develop the effectiveness of the governing body by ensuring that its challenges to the school are
recorded and followed up.
|The achievement of pupils||requires improvement|
- Achievement requires improvement because some groups of pupils, particularly those with
disabilities or special educational needs, do not make progress as fast as other pupils in the
- In previous years not enough children left the Early Years Foundation Stage well prepared for
learning in Key Stage 1. However, recent strong improvements to teaching have resulted in a
much higher proportion of children making good progress this year.
- In 2013, too few of the most able pupils achieved high results in all subjects, particularly in
reading, at the end of Key Stage 1. A much greater proportion of the most able pupils are now
on track to achieve high results in reading, writing and mathematics this year. This is because of
the high levels of challenge now offered by teachers.
- The school’s results of national screening in phonics (linking letters to the sounds they make)
have been much lower than in most other schools in previous years. Improved teaching of
phonics, however, means that many more pupils are on track to reach expected standards this
- Pupils’ results in reading, writing and mathematics at the end of Key Stage 1 are higher than in
most other schools. Strong improvements to teaching have led to large percentages of pupils
from all ethnic backgrounds making better progress from their starting points this year.
- The progress of pupils eligible for additional funding has improved. High percentages of these
pupils are making good progress this year. However, eligible pupils often make slower progress
than other pupils, and in some cases the gap in progress is widening.
- The progress of disabled pupils and those with special educational needs is slower, and
sometimes much slower, than that of other pupils across the school. This is because the
teaching of reading, whilst improving, does not always meet their specific needs.
- An overwhelming majority of parents who offered an opinion thought that their children made
|The quality of teaching||requires improvement|
- The quality of teaching requires improvement as it does not ensure that all groups of pupils
make fast enough progress.
- Teaching is not yet consistently good. While teachers’ marking gives pupils useful advice about
how to improve their work, teachers do not always check that pupils respond to this advice. As a
result, some pupils do not improve their work as swiftly as they could.
- In previous years, teaching in the Early Years Foundation Stage did not ensure that enough
children were well prepared for learning in Key Stage 1. In addition, the most able pupils did not
achieve high enough results at the end of Key Stage 1. However, the school's teaching of these
groups has now become much more effective.
- Teaching is improving strongly, and there is much more good teaching in the school than in
previous years. This is because of the headteacher’s robust management of staff’s performance
and her high expectations of them. Teachers now have high aspirations for pupils’ learning and
- Teachers ensure that children in Reception focus on key skills well. In Key Stage 1, teachers are
giving pupils more demanding work than in previous years. As a consequence, achievement is
improving throughout the school.
- Subject leaders have introduced improvements to the teaching of phonics, reading, writing and
mathematics. These improvements have contributed to the better progress made by most pupils
this year. However, more needs to be done to ensure that the teaching of reading enables all
different groups of pupils to make good progress.
- The headteacher and other leaders have enabled teachers to make better use of data about
pupils’ progress and results. As a result, teachers are becoming more effective at planning and
teaching lessons that ensure good learning by pupils of different abilities. Teaching assistants
are used effectively to support pupils with different needs. However, these improvements are
not yet strong enough to ensure that pupils from all different groups make fast enough
- Teachers, teaching assistants and pupils have good working relationships with each other. There
is an atmosphere of mutual respect in the school.
- Most parents agree that their children are taught well.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good.
- Pupils are keen to learn and proud of their work and achievements. Their positive attitudes to
learning have contributed to their improved progress. However, this has not yet enabled all
groups of pupils to make fast enough progress. When teaching is weaker, pupils do not always
use their time as productively as they could. This is why behaviour is not outstanding.
- Pupils usually focus well on their learning and work happily and cooperatively with each other.
They are friendly towards one another in the playground and share equipment well. Pupils
behave well during lunchtime and travel around the school carefully and considerately. They are
courteous and respectful to adults and each other. Staff treat pupils with respect and show that
they value them.
- The school manages pupils’ behaviour well. Staff are consistent about the standard of behaviour
that they expect. School records show few incidents of bullying or other poor behaviour over
time. Any incidents that have occurred have been responded to well by the school.
- The school’s work to keep pupils safe and secure is good. Pupils are taught how to keep safe in
different situations. For example, they use scissors and other equipment safely. The school gives
pupils clear messages about e-safety, including about the importance of keeping passwords and
personal information to themselves.
- Staff teach pupils how to guard against the risk of bullying and other forms of poor behaviour.
Pupils who talked to the inspectors said they felt safe in the school and that staff are quick to
sort out any problems that occur.
- Attendance has improved consistently over a number of years, and is now in line with national
figures. This is because of the school’s robust attendance policy and effective work with parents
- A very large majority of parents believe that the school manages pupils’ behaviour well, and an
overwhelming majority of parents consider that their children are happy, safe and well looked
after in the school.
|The leadership and management||are good|
- The recently appointed headteacher, ably supported by the new leadership team, has
significantly raised expectations in the school. There have been strong improvements to pupils’
progress and teaching as a result. This is the key reason why leadership and management are
- The headteacher has supported teachers and leaders who are new to the school, with the result
that they have quickly become a cohesive and collaborative team. Staff across the school share
the headteacher’s high ambitions and work effectively together to improve the school.
- The headteacher has introduced robust monitoring of the quality of teaching and the
management of teachers’ work. Teachers and leaders are firmly expected to ensure that pupils
make good progress and that teaching is of a high standard. Senior leaders and governors make
certain that staff receive the training that they need to improve their practice and expertise.
There have been strong improvements to teaching and to pupils’ progress as a result of these
- The school’s evaluation of its strengths and areas for development is thorough and analytical.
Leaders have accurately identified the school’s increasing strengths and where the school needs
to improve further. The school development plan includes clear actions designed to bring about
- Middle and subject leaders, although mainly new in post, are effective. They have helped the
headteacher to ensure that teachers make better use of data about pupils’ progress and
achievement when planning lessons. Subject leaders have introduced more effective approaches
to teaching and led training for other staff. They are actively involved in preparing the school for
the new National Curriculum.
- Pupils learn a good range of subjects and are engaged by them. Lessons are supplemented by
extra activities, such as trips to stimulating locations and after-school clubs. The school also runs
themed events, such as a mathematics day which featured a high level of parental involvement.
The school makes good provision for pupils’ spiritual, moral, social and cultural development.
Staff clearly value all pupils.
- The school promotes equal opportunities effectively and works against discrimination through
assemblies and topics such as the exploration of different religions.
- The school’s work with parents and families is good, and has improved. The school and the
adjacent children’s centre coordinate their work so that parents, families and children are
supported in a consistent and effective fashion. Positive results of this work include consistently
improving attendance and high parental involvement in school activities such as assemblies.
- Additional funding is spent effectively. Some funding is spent on extra support for pupils in
English and mathematics, with the result that pupils’ progress has improved. Other funding is
spent on developing teachers’ skills in physical education and sports. For example, teachers’
assessment of pupils’ achievement in dance has improved. The provision of lunchtime sports
activities has increased pupils’ engagement in sports and led to even better behaviour at
- The local authority has given much helpful support to the school in several ways. It has given
training to governors and staff, challenged and advised the new leadership team well, and
helped check the accuracy of the school’s assessment of pupils and of the quality of teaching.
- A very large majority of parents who offered an opinion believe that the school is well led.
- The governance of the school:
The governing body has recently carried out a review of its performance and restructured
itself to become more effective. Governors have improved their understanding of pupil
performance data, as well as of safeguarding. They monitor the school’s finances carefully and
ensure that money is spent effectively. Governors support the headteacher’s high expectations
and check that enough is done to improve the quality of teaching. They also make sure that
teachers who perform well are properly rewarded. However, the governing body does not yet
ensure that its challenges to the school are recorded properly or followed up. This limits its
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||118330|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|Age range of pupils||3–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||322|
|Appropriate authority||The governing body|
|Date of previous school inspection||8–9 December 2010|
|Telephone number||01634 844127|
|Fax number||01634 810059|