Phoenix Community Primary School
Head Teacher: Mr Rob Juniper
reveal email address
School holidays for Phoenix Community Primary School via Kent council
210 pupils capacity: 99% full
100 boys 48%
105 girls 50%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- April 1, 2003
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 601583, Northing: 144521
- GPS coordinates
- Latitude: 51.164, Longitude: 0.88179
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 10, 2012
- Region › Const. › Ward
- South East › Ashford › Bybrook
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Bybrook Infant School TN249JD
- 0.1 miles Bybrook Junior School TN249LS
- 0.5 miles Downs View Infant School TN254PJ (264 pupils)
- 0.5 miles Kennington Church of England Junior School TN249AG (327 pupils)
- 0.5 miles Kennington Church of England Junior School TN249AG
- 0.6 miles Goat Lees Primary School TN249RR (98 pupils)
- 0.7 miles Towers School and Sixth Form Centre TN249AL
- 0.7 miles Towers School and Sixth Form Centre TN249AL (1263 pupils)
- 0.9 miles St Teresa's Catholic Primary School, Ashford TN248QN (215 pupils)
- 1 mile Highworth Grammar School for Girls TN248UD
- 1 mile Ashford School TN248PB (966 pupils)
- 1 mile Hollington School TN248UN
- 1 mile Highworth Grammar School TN248UD (1300 pupils)
- 1.1 mile Ashford, St Mary's Church of England Primary School TN231ND (424 pupils)
- 1.2 mile Ashford College of Further Education TN231QT
- 1.2 mile Threshold Learning Centre TN231BA
- 1.3 mile The Norton Knatchbull School TN240QJ
- 1.3 mile The School of the Open Book TN231RG
- 1.3 mile The Norton Knatchbull School TN240QJ (1048 pupils)
- 1.4 mile Victoria Road Primary School TN237HQ (207 pupils)
- 1.4 mile The North School TN248AL (1257 pupils)
- 1.4 mile The North School for Boys TN248AL
- 1.4 mile North School for Girls TN248AL
- 1.4 mile Repton Manor Primary School TN233RX (220 pupils)
Ofsted report transcript
|Inspection date(s)||10–11 July 2012|
Phoenix Community Primary School
|Unique reference number||133961|
|Inspection dates||10–11 July 2012|
|Lead inspector||Helen Howard|
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 of pupils on the school roll||203|
|Appropriate authority||The governing body|
|Date of previous school inspection||9–10 July 2009|
|School address||Belmont Road|
|Telephone number||01233 622510|
|Fax number||01233 622510|
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You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding which
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You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for
the link on the main Ofsted website: www.ofsted.gov.uk
|Inspection report:||Phoenix Community Primary School, 10–11 July 2012||3 of 12|
|Helen Howard||Additional inspector|
|Anthony Munday||Additional inspector|
This inspection was carried out with two days' notice. Inspectors observed 20 lessons
taught by seven teachers. They met with groups of pupils, members of the governing
body and members of staff. Inspectors took account of the responses to the online
Parent View survey in planning the inspection, observed the school’s work, and
looked at school documentation, including data about pupils’ progress, and self-
evaluation and monitoring records. They also analysed questionnaires received from
43 parents and carers.
Information about the school
Phoenix Community Primary is smaller than the average-sized primary school. The
proportion of pupils who are known to be eligible for free school meals is much
higher than average. The proportion of disabled pupils and those who have special
educational needs who are supported at school action plus or have a statement of
special educational needs is higher than average. The majority of these have
moderate learning difficulties or speech, language and communication difficulties.
More than a quarter of pupils join or leave the school part-way through their
education. The school meets the current government floor standards, which set the
minimum expectations for attainment and progress.
The school runs a breakfast club for its pupils which formed part of the inspection. A
children’s centre, which shares the site, is inspected separately.
|Inspection report:||Phoenix Community Primary School, 10–11 July 2012||4 of 12|
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||1|
|Leadership and management||2|
- This is a good school. It is not yet outstanding because while teaching is mainly
good or better, pupils do not make rapid and sustained progress. Higher ability
pupils do not have sufficient opportunity to work independently in lessons and
boys’ attainment in writing remains below that of girls.
- Pupils, including disabled pupils and those who have special educational needs,
make good progress overall and, in an increasing proportion of lessons, their
progress is outstanding. From starting points that are below and sometimes
well below age-related expectations on entry to Reception, pupils make good
progress throughout the school and attain close to national expectations by the
end of Year 6.
- Teachers have good subject knowledge, use time very well and provide a wide
range of motivating activities. They use assessment information skilfully to plan
work that matches pupils’ individual needs and ability levels. However, a very
small minority of pupils are not always given reading texts that help them to
practise their newly acquired early reading skills.
- Pupils’ behaviour in lessons and around the school is exemplary. They are
friendly and very respectful of others. Their excellent attitudes to learning and
curiosity enable them to make the most of all opportunities offered to them in
lessons. They feel very safe in school and actively support each other.
- The headteacher is supported well by senior leaders and by the governing body.
Since the last inspection, attainment in mathematics has risen as a result of a
whole-school focus. The quality of teaching has improved through effective
performance management and through strong leadership of professional
development. Attendance, which was low, has rapidly improved and is now
|Inspection report:||Phoenix Community Primary School, 10–11 July 2012||5 of 12|
What does the school need to do to improve further?
- By July 2013, improve the quality of teaching so that a greater proportion is
offering more opportunities for higher ability pupils to learn independently.
ensuring that lower ability pupils are always given texts that support their
practice of early reading skills.
- Raise boys’ attainment in writing by consistently offering more scope for them
to link work to their interests.
Achievement of pupils
Children start school with skills and abilities that are below age-related expectations
in most areas. By the time they leave school, their attainment is broadly average in
both English and mathematics. Attainment fluctuates yearly as a result of the high
proportion of pupils who join or leave the school part-way through their education.
Nevertheless, pupils make good progress overall relative to their starting points.
While boys make good progress overall in writing, their attainment remains below
that of girls. The school is addressing this by introducing work that is more closely
related to boys’ interests, but this is not yet consistently offered in lessons.
Children in Reception make good progress because there are effective links with the
children’s centre and adults take every opportunity to focus on learning. For
example, when children were setting up a ‘car washing facility’ using toys, the
teacher encouraged others to ‘pay’ for the service with coins so that they could
reinforce what they were learning about money. Others were encouraged to write an
advertisement for the car wash. Consequently, they made particularly good progress
in writing and in development of mathematical skills.
Throughout the school, pupils continue to make good progress in all areas. The
school has recently introduced a new approach to teaching phonics (linking sounds
to letters) and consequently pupils’ progress is accelerating in reading, particularly in
Reception, Year 1 and Year 2. Pupils’ attainment overall in reading at the end of Year
2 is close to national expectations and in the current Year 6 is above average.
Pupils’ love of learning is evident in all lessons and they particularly enjoy practical
and creative activities. In a Year 6 mathematics lesson for example, pupils explored
number sequences to estimate how many hats could be designed with different
coloured Olympic rings. Each group of pupils had equipment including coloured
cubes, pens, hula hoops, cones and computer software. At the end of the lesson, the
class could ascertain which had helped them the most and as a result, they made
outstanding progress. Pupils’ attainment in mathematics has rapidly improved
|Inspection report:||Phoenix Community Primary School, 10–11 July 2012||6 of 12|
recently as a result of this whole-school focus on practical activities.
Groups of pupils, including disabled pupils, those who have special educational needs
and those who are known to be eligible for free school meals, make good progress
because they have well-matched activities in lessons and they are effectively
supported by teaching assistants. Pupils who join the school part-way through their
education make good progress because the school supports transition very well.
Almost all parents and carers feel that their children are making good progress.
Quality of teaching
In almost all lessons, teaching is good and an increasing proportion is outstanding.
The use of time is a consistent strength across the school and not a moment is
wasted. Teachers plan a variety of imaginative activities so that pupils of all abilities
are motivated and can succeed. For example, a Year 4 classroom was transformed to
an underwater sea world and pupils entered the room with goggles and masks,
‘swimming’ into the imaginary setting. Consequently, they explored how they felt and
what they saw and were able to apply their thoughts to simple and complex
sentences, using vocabulary such as ‘silhouette’ and ‘distress call’. The high quality of
classroom displays across the school contributes to how well pupils engage with
learning. While higher ability pupils make good progress overall, they are not always
given enough opportunities to learn independently and, in these lessons, their
Teachers use assessment well to plan activities, to give pupils feedback on how well
they are doing and to inform what they need to do to improve their work. They use
marking well to set challenges or to edit work, and give time for pupils to respond.
Teachers provide ‘steps to success’, which give pupils detailed criteria for their
learning and pupils use these well to assess their work.
Teachers plan carefully for all groups of pupils and for individuals who are assessed
as underperforming. They set specific activities to accelerate progress. Teaching
assistants support disabled pupils and those who have special educational needs well
and consequently, they make good progress. These pupils are also supported well by
their peers, who encourage and help them in paired work.
Teachers and teaching assistants provide effective phonics teaching across Reception
and in Years 1 to 4. Pupils enjoy these sessions because the pace is good and they
are constantly encouraged to do well. They make accelerated progress in these
sessions, although for a very small minority of lower ability pupils, progress slows
when the texts they are given do not give them the opportunity to use their new
skills in context.
Teachers provide good opportunities for developing pupils’ social, moral, spiritual and
cultural awareness, particularly through themed activities and in assemblies. They
plan a wide variety of activities in projects that include teaching about different
cultures and religions. For example the Asian Experience project in Years 5 and 6
develops an awareness of the main faiths and cultures of China and India and
includes an appreciation of dance and art.
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Behaviour and safety of pupils
Pupils thoroughly enjoy coming to school and this is reflected in their improving
attendance, which is now average and rising rapidly. Pupils are extremely polite and
take responsibility for their own and each other’s outstanding behaviour. The vast
majority of parents, carers and pupils say that behaviour is good in school. Older
pupils are ‘playground heroes’, helping younger pupils to play. Pupils are consistently
welcoming, considerate and proud to talk about their work. In lessons, they are
absorbed in their learning, support each other very well and benefit from the
excellent role models that adults provide. One child in Reception, for example,
supported a child who was struggling to read a word by saying, ‘Look at that picture.
There’s a bug on the hen. What do you think the word might be then?’
Pupils say that they feel very safe in school and almost all parents and carers agree.
Pupils speak highly of the visitors who teach them about safety, especially regarding
railway safety. They are acutely aware of the different types of bullying, including
cyber- and prejudice-based bullying, although they could not think of any incidents
that had occurred in the school. Older pupils act as ‘peer mediators’, helping to
resolve arguments when they occur.
Pupils who have behavioural, emotional and social difficulties are supported very well
by adults. Teachers skilfully manage behaviour in lessons so that there is no
disruption to learning. Over time, records confirm that behaviour of individual pupils
notably improves in response to good teaching and effective in-school and external
Leadership and management
The strong leadership of the headteacher is enhanced by good support from senior
leaders and managers and by the effective governing body. Leaders and managers
know the school well and take effective action to address weaknesses. Strong
partnerships with the local authority, a hub of six primary schools and local
secondary schools have resulted in improvements since the last inspection, including
in achievement, the quality of teaching, behaviour and attendance. This
demonstrates strong capacity for further improvement.
Parents and carers are highly supportive and almost all of those who responded say
the school helps them to support their child’s learning. The school engages parents
and carers well through a number of parent and carer workshops and with the home
learning tasks that encourage them to work with their children.
Since the last inspection, the curriculum has been developed and provides creative
and memorable experiences for pupils through a range of linked activities, trips and
visits. A recent Year 5 and 6 trip to London gave pupils the opportunity to create a
large-scale model railway that includes famous landmarks. The model was produced
by the whole year group and very effectively linked mathematics, design and
technology and artwork. The breakfast club provides play and activities for pupils and
is effectively used to encourage them to attend booster sessions for mathematics
|Inspection report:||Phoenix Community Primary School, 10–11 July 2012||8 of 12|
The recently restructured governing body has renewed its focus on pupils’ outcomes
and teaching. Safeguarding arrangements meet statutory requirements. Governors
hold senior leaders to account through external reports and in regular visits to the
school. School leaders monitor the school’s work well and have improved the quality
of teaching through effective performance management and the provision of a
variety of professional development activities, including peer-coaching, joint
observations and visits to and from other primary schools.
The school is highly inclusive and ensures that all pupils have equal access to
activities. There are no reported incidents of discrimination and all groups of pupils
make good progress overall.
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What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
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Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour: how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Floor standards: the national minimum expectation of attainment
and progression measures.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety: how safe pupils are in school, including in lessons,
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
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12 July 2012
Inspection of Phoenix Community Primary School, Kent TN24 9LS
You may remember that two of us came to visit your school recently. Thank you for
such a wonderful welcome.
Phoenix Primary is a good school that is continuing to improve. We saw how much
you enjoy lessons and how well you make progress. You said that you particularly
enjoy lessons when there is something practical to do and we agree. We enjoyed
your model railway and could see how much work you had put into it.
You think that teaching is good and we agree. We loved the way that your teachers
have made your classrooms such exciting places to be, such as the farm, the woods,
and the underwater sea world. We could see that some of you, who find learning
easier, enjoy learning independently and we think that you could have even more
opportunities to do this. We also think that a few of you who are learning to read
need books that will make it easier for you to practise your new skills. We could see
how well you have made progress in writing, although we think that some boys do
not always have work in writing that matches their interests. We thought that your
behaviour was outstanding in lessons and at playtimes. We were very impressed with
how you help each other to behave and learn well.
We have asked the school to do these things to help you do even better.
- Make sure that, in all lessons, those of you who find work easy have more
opportunities to work independently.
- Make sure that pupils who are learning to read are always given books that
help them to practise their sounds and letter combinations more easily.
- Help boys do even better in writing by linking more of their work to their
You can help by continuing to do your best.
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