Churchill Church of England Voluntary Controlled Primary School in Westerham, Kent, has undergone significant improvements since its previous inspection, achieving an overall effectiveness rating of good. The inspection, conducted in December 2019 and January 2020, highlighted the dedication of staff and leaders who prioritize the needs of each pupil, fostering an environment where high expectations and aspirations are the norm. Pupils exhibit confidence and pride in their school, actively engaging in various responsibilities and extracurricular activities, which contribute to their personal development.
The school promotes a strong sense of safety and well-being among its pupils, who report that bullying is not a concern. The headteacher and her team have successfully transformed the school atmosphere, enhancing behavioral expectations and encouraging positive interactions among students. Playground buddies play a vital role in resolving friendship issues, further contributing to a supportive community.
In terms of educational quality, the curriculum has been revised and is generally well-structured, allowing pupils to build knowledge progressively. Subjects are logically planned, and lessons are designed to help pupils learn and apply new concepts effectively. For instance, pupils in Years 2 and 3 demonstrated their understanding of punctuation by applying it to enhance their writing. However, some subjects are still undergoing development, and staff require ongoing support to improve their subject knowledge and implement the revised curriculum effectively.
Phonics instruction is a strong point, with pupils receiving targeted support to ensure they catch up if they fall behind. Reading materials are well-matched to pupils' abilities, and initiatives like reading leaflets encourage a love for reading. Recent data indicates an increase in the number of pupils meeting expected standards in reading, writing, and mathematics. Nevertheless, some older pupils still struggle with mathematical problem-solving, necessitating continued support to help them reach their full potential.
The school effectively identifies and supports pupils with special educational needs and disabilities, collaborating with parents and external agencies to create tailored support plans. This approach enables these pupils to thrive academically and socially, fostering meaningful friendships.
Classroom behavior is commendable, with pupils focused and engaged in their learning. The school encourages cultural development through various activities, including religious celebrations and debates on topical issues. In the early years, staff prioritize language and communication skills, providing children with enriching experiences that promote their development.
Overall, staff morale is high, with teachers feeling valued and supported in their roles. Parents express satisfaction with the leadership and the positive changes implemented in the school. Safeguarding measures are robust, with well-trained staff vigilant in protecting pupils and addressing any concerns promptly.
To further enhance the school's effectiveness, leaders must continue to refine the curriculum, ensuring it is fully planned and sequenced across all subjects. Ongoing professional development for staff will be crucial in improving subject knowledge and implementing new curriculum plans. Additionally, monitoring the progress of older pupils in mathematics will be essential to ensure they develop the necessary skills for future success. The school is on a positive trajectory, and with continued focus on these areas, it can achieve even greater outcomes for its pupils.