School etc

Hernhill Church of England Primary School

Hernhill Church of England Primary School

phone: 01227 751322

headteacher: Mrs M B Windsor

school holidays: via Kent council

193 pupils aged 4—10y mixed gender
210 pupils capacity: 92% full

100 boys 52%


95 girls 49%


Last updated: June 19, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 606692, Northing: 161491
GPS coordinates
Latitude: 51.315, Longitude: 0.96455
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 12, 2013
Diocese of Canterbury
Region › Const. › Ward
South East › Faversham and Mid Kent › Boughton and Courtenay
Village - less sparse
Free school meals %

rooms to rent in Faversham

Schools nearby

  1. 1.1 mile Graveney Primary School ME139DU
  2. 1.1 mile Graveney Primary School ME139DU (99 pupils)
  3. 1.4 mile Boughton-under-Blean and Dunkirk Primary School ME139AW (218 pupils)
  4. 1.6 mile Dunkirk Village School ME139LF
  5. 1.8 mile Hill View School ME139EE
  6. 2.9 miles St Mary of Charity Church of England Infant School ME138AP
  7. 2.9 miles St Mary of Charity Church of England Junior School ME138AP
  8. 2.9 miles St Mary of Charity CofE (Aided) Primary School ME138AP (190 pupils)
  9. 2.9 miles St Mary of Charity CofE (Aided) Primary School ME138AP
  10. 3 miles Queen Elizabeth's Grammar School ME137BQ
  11. 3 miles Brents TEC ME137BS
  12. 3 miles Queen Elizabeth's Grammar School ME137BQ (936 pupils)
  13. 3.3 miles Joy Lane Infant School CT54LT
  14. 3.3 miles Joy Lane Junior School CT54LT
  15. 3.3 miles Joy Lane Primary School CT54LT (429 pupils)
  16. 3.4 miles The Abbey School ME138RZ
  17. 3.4 miles The Learning Zone CT54NN
  18. 3.4 miles The Abbey School ME138RZ (968 pupils)
  19. 3.5 miles Ethelbert Road Primary School ME138SQ (165 pupils)
  20. 3.5 miles Davington Primary School ME137EQ (406 pupils)
  21. 3.6 miles Selling Church of England Primary School ME139RQ
  22. 3.6 miles Selling Church of England Primary School ME139RQ (191 pupils)
  23. 3.8 miles Whitstable Junior School CT51DB (242 pupils)
  24. 3.9 miles Blean Primary School CT29ED (442 pupils)

List of schools in Faversham

Hernhill Church of England

Primary School

Forstal, Hernhill, Faversham, Kent, ME13 9JG

Inspection dates 12–13 February 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

The headteacher and other leaders are
Changes to staff, leaders and governors have
Teaching and learning are good and at times
ambitious for the school. Through a
programme of regular checks, leaders have
improved teaching and achievement since the
last inspection.
been managed well, ensuring they all work
effectively together as a team.
outstanding. Engaging activities and strong
relationships with pupils ensure pupils are
keen to learn. Effective use of additional
adults to support individuals or groups means
all pupils make the same good progress.
Pupils across the school achieve well.
Pupils’ behaviour is typically good. They have a
Governors have a good understanding of the
Standards are above average in English and
mathematics, with more pupils reaching the
higher levels than found nationally.
very good understanding of how to stay safe.
Parents and carers overwhelmingly agree.
Pupils enjoy coming to school and attendance
is high.
school’s strengths and areas for improvement
and challenge leaders about how well it is
doing. They have a good understanding of the
school’s finances and the quality of teaching.
Leaders do not always set sufficiently clear
targets to accelerate pupils’ progress further
that can be carefully checked and then take
prompt and effective action to address them.
Governors do not regularly find out for
themselves just how well the school is doing
in order to challenge leaders and hold them
to account.
Leadership is not fully shared across the school

to enable leaders at all levels, some recently
appointed to their roles, to tackle
inconsistencies and secure a greater proportion
of outstanding teaching.

Information about this inspection

  • Inspectors observed 16 lessons or part lessons, taught by eight teachers, and were accompanied
    by the headteacher and deputy headteacher for the vast majority of these.
  • The inspectors took account of the 59 responses to the on-line Parent View survey as well as
    talking to parents and carers informally during the inspection, considering correspondence
    received and reviewing the school’s own parental surveys.
  • They held meetings with pupils, staff, school leaders, three members of the governing body and
    a representative of the local authority. The views of staff were also taken into account from their
    responses in the staff questionnaire.
  • Inspectors observed groups of pupils reading with adults and also listened to pupils in several
    different year groups read individually.
  • Inspectors observed the school’s work and looked at documentation such as policies, including
    those relating to safeguarding, data on pupils’ progress, attendance figures, the school’s
    development planning and records of checks carried out by leaders on the quality of teaching.
    They scrutinised work in pupils’ books and reading journals and looked at the school’s website.

Inspection team

Jacqueline Marshall, Lead inspector Additional Inspector
Peter Hare Additional Inspector

Full report

Information about this school

  • This is a smaller-than-average primary school. It serves the village and local area as well as
    families from the wider area and towns.
  • The vast majority of pupils come from a White British background. Others are from a range of
    minority ethnic groups.
  • The proportion of pupils receiving the pupil premium is below average. The pupil premium is
    extra money given to schools by the government to support, among others, pupils known to be
    eligible for free school meals.
  • The proportion of pupils who are disabled or have special educational needs and receive support
    through school action is average. The proportion being supported through school action plus or
    who have a statement of special educational needs is below average.
  • The school meets the government’s current floor targets, which set the minimum expectations
    for pupils’ attainment and progress.
  • The school makes no use of any alternative provision for its pupils (none is taught elsewhere).
  • Over the past 18 months, all of the senior and middle leaders, other than the headteacher, have
    changed. Half the governing body has changed during this time.

What does the school need to do to improve further?

  • Strengthen the effectiveness of the school’s leaders to secure a greater proportion of
    outstanding teaching and so accelerate achievement by:
    giving leaders at all levels the responsibility for checking how well pupils are doing and making
    sure teachers’ planning is always closely tailored to pupils’ individual needs
    using checks on the school’s work promptly to set specific, measurable targets for
    improvement that are shared more widely with staff and evaluate their effect regularly
    providing governors with an increasing range of opportunities to check for themselves how
    well the school is doing.

Inspection judgements

The achievement of pupils is good
  • Since the last inspection, attainment has risen and the trend in standards is above average in
    English and mathematics. Actions taken by the school’s leaders to make sure the quality of
    teaching across the school is typically good or better have secured greater proportions of pupils
    reaching the higher levels. Similarly, more pupils who receive the additional pupil premium
    funding make the expected progress than their peers nationally, successfully closing the gap in
    their attainment.
  • Pupils across the school make good progress and achieve well in reading, writing and
    mathematics. Progress is more rapid in those sessions where teachers check regularly during
    lessons how well pupils are doing and promptly adapt activities to increase the challenge or
    provide support where needed.
  • Effective systems for checking pupils’ progress ensure all pupils, including disabled pupils and
    those with special educational needs, achieve as well as their peers, making and exceeding the
    progress expected. Along with those supported by the pupil premium funding, these pupils
    achieve well because the work that is planned for them, whether in small groups, individually or
    in lessons, is closely tailored to their needs.
  • From expected skills and understanding when they start, children make good progress in the
    Reception class in all areas of learning. They are eager to learn new skills, developing confidence
    and perseverance as a result of the wide range of activities that are planned for them.
  • Pupils read widely from a rich range of texts and are successfully encouraged to draw from a
    range of strategies to help if they are stuck. Pupils from all ability groups enjoy the guided
    reading sessions that are planned. They explain their preferences for different books and talk
    confidently about characters and themes in the stories they are reading.
  • In all classes, pupils talk with confidence about what they have learnt in each lesson. They are
    keen to share their ideas with one another and talk confidently about their learning to any visitor
    to their classroom. They enjoy lessons, especially those where they are actively involved,
    although their concentration and progress dip at times when the level of challenge in the work is
    not high enough.
The quality of teaching is good
  • Teaching is consistently good, and at times outstanding, because senior leaders regularly check
    on teachers’ performance. These checks help staff to know what they need to work on to raise
    pupils’ achievement. However, some inconsistencies remain, especially in the way teachers use
    the information on how well pupils are doing to accelerate learning more rapidly. Such
    inconsistencies hinder some pupils’ progress.
  • Positive relationships between staff and pupils and interesting activities keep the pupils focused
    and support learning well. They help to foster pupils’ eagerness to work and their positive
    attitudes to learning. Parents and carers overwhelmingly commented positively on how their
    children enjoyed school and were keen to attend, a key factor in supporting good achievement.
  • Where pupils make the best progress, teachers use questioning effectively to explore the
    knowledge and understanding of pupils. Occasionally, teachers spend too long talking to the
    whole class without taking account of the different abilities of pupils. As a result, progress slows
    for some while others struggle to keep up.
  • Pupils build on what they already know and can do because teachers make good use of
    information from regular checks when planning lessons. This helps them to make good progress.
    Where pupils’ progress is rapid, teachers use assessment very effectively to add additional
    challenge where needed as pupils demonstrate their understanding. However, this is not always
    the case and sometimes teachers miss opportunities for pupils to make even better progress by
    adapting an activity during the lesson.
  • Pupils receive good advice on how to improve, both through marking in their books and
    comments from teachers during lessons. Pupils know they have targets in English and
    mathematics. In some classes, these are used particularly effectively to make sure pupils know
    just what they need to do next to improve and the levels they are aspiring to achieve.
The behaviour and safety of pupils are good
  • Parents, carers, pupils and staff agree that pupils’ behaviour is good. However, occasionally,
    when the lesson does not engage pupils sufficiently, they become less attentive.
  • The school works hard to ensure pupils develop a thorough understanding of their own personal
    safety. For example, pupils thoughtfully discussed the importance of using the internet safely
    following a recent whole-school focus, reciting ‘You must think, think, think before you click,
    click, click’. Similarly, the experiences of road safety that pupils gain from walking to the local
    village church help make sure pupils have a good understanding of risk and how to keep safe.
    The vast majority of parents and carers agree the school keeps the pupils safe.
  • Incidences of bullying, such as name-calling and cyber-bullying, are rare. The overwhelming
    majority of parents and carers feel any problems they and their children may have are dealt with
    positively. Pupils agree, and know who they could turn to for help if required. They feel that the
    system of rewards and consequences works effectively.
  • The school’s positive promotion of pupils’ spiritual, moral, social and cultural development means
    pupils work cooperatively and get on well together, regardless of age, gender or ethnicity.
The leadership and management are good
  • The headteacher is supported well by a team of senior and middle leaders who share her vision
    for the school. Staff are proud of the school and determined to provide the best learning
    experiences and outcomes for pupils.
  • Since the last inspection, the headteacher has concentrated on improving the consistency and
    effectiveness of teaching. Staff know the targets that have been set for their performance and
    how these have helped to raise pupils’ achievement. Teaching, judged satisfactory at the last
    inspection, is now securely good, demonstrating the effectiveness of this process. However, staff
    are less clear about what they need to do to improve their own teaching skills further in order,
    for example, to move from good to outstanding and what training they could call upon to help
    achieve this.
  • The school’s focus on improving the quality of meetings that focus on pupils’ progress has
    resulted in accelerated progress in mathematics and for older pupils. These are increasingly used
    to make sure all pupils are doing equally well. Alongside the appointment of staff, such as the
    special educational needs leader, they enable additional support, such as one-to-one targeted
    teaching, to be effectively tailored to the needs of individuals and groups. Consequently, pupils
    who are identified for additional help, including those receiving the pupil premium, make at least
    the same progress as other pupils. This ensures there is equality of opportunity for all groups of
    pupils and there is no discrimination.
  • Plans for development have been successful in raising achievement but, at times, they lack
    sufficiently precise targets that are evaluated promptly and thoroughly enough to accelerate
    pupils’ progress further. Leaders at all levels, especially those recently appointed, are very
    committed to building on current improvements. Their roles are developing so that they share
    more responsibility for how well the school is doing and are increasingly involved in carrying out
    checks to know what needs to be done. This process has highlighted the need to focus next on
    tackling the inconsistencies in teaching that remain in order to increase the proportion of
    outstanding teaching.
  • Safeguarding arrangements meet statutory requirements. They are well known and implemented
    by all staff to ensure that pupils are safe in school.
  • As part of their light touch support for the school, the local authority has provided good quality
    support to improve the school’s effectiveness since the last inspection. For example, this support
    has included carrying out joint observations of teaching to validate the school’s own judgements
    and attending staff meetings focused on improving consistency in teachers’ marking.
  • The very large majority of parents and carers are happy with the school, the education it
    provides for their children and the work of its leaders to achieve this. However, a very small
    minority of parents feel the school does not always communicate with them sufficiently well or
    act upon their concerns promptly enough. Leaders, including governors, regularly seek the views
    of parents and carers and act upon their suggestions, for example improving the school’s
    website to increase communication.
  • The governance of the school:
    Governors check the progress the school makes towards achieving its key development
    priorities. They challenge as well as support school leaders and hold them to account for
    pupils’ achievement. However, they are keen to become less reliant on the headteacher and
    senior leaders for the information and data they use to gain their insight into the school’s
    effectiveness. They have a good working knowledge of the data that show how well the school
    is doing compared with other schools nationally. They have a clear understanding of the
    strengths and weaknesses in teaching and how the management of teachers’ performance is
    used to develop teaching further. They understand that this is closely linked to pupils’ progress
    and reflected in the salary structure. They regularly seek additional support or training to
    maintain their effectiveness. Governors can explain how the pupil premium budget has been
    planned to enable a wider range of strategies to be provided to accelerate the progress of
    eligible pupils.

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 118647
Local authority Kent
Inspection number 405799

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 189
Appropriate authority The governing body
Chair Helen Figgis
Headteacher Brenda Windsor
Date of previous school inspection 17–18 March 2011
Telephone number 01227 751322
Fax number 01227 752391
Email address reveal email: off…


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