Teynham Parochial Church of England Primary School, located in Sittingbourne, Kent, underwent an inspection on March 28 and 29, 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision. The previous inspection in February 2018 had rated the school as good.
Pupils at Teynham Parochial Primary School are encouraged to learn, enjoy, and grow in a supportive environment. They express enjoyment in attending school to see their friends and teachers, with one pupil describing the school as perfect. The leadership team has established high expectations for respect and kindness among pupils, fostering an inclusive atmosphere where differences are accepted. This positive behavior is evident during lessons and social interactions, contributing to a safe and secure environment where bullying is rare and addressed promptly.
The school promotes responsible citizenship, with pupils actively participating in initiatives to reduce environmental impact, such as litter picking and recycling. They also engage in global awareness campaigns, highlighting issues like sanitation. The curriculum is enriched with various trips that enhance learning experiences, such as visits to Canterbury Cathedral related to their history studies. While some pupils participate in clubs like Makaton and sports, the overall extracurricular offerings are currently limited.
Despite the positive aspects, the school faces challenges in ensuring that pupils achieve their full potential across all subjects. The quality of education is not consistently high, leading to gaps in knowledge and understanding. Leaders have implemented a new curriculum that covers a broad range of subjects, and pupils with special educational needs are supported effectively. However, in subjects like history and music, the sequencing of the curriculum is not always followed, hindering the development of secure knowledge foundations.
In mathematics, teachers demonstrate expertise in delivering the curriculum, enabling pupils to build strong foundational skills. However, in other subjects, including phonics, there is inconsistency in how learning is assessed and adapted based on pupils' needs. Reception children begin phonics learning immediately, but the teaching quality varies, impacting their reading progress.
Pupils in the early years show engagement and self-control during learning activities, with adults effectively supporting vocabulary development. However, there is room for improvement in independent learning time. The school has established high behavior expectations, resulting in positive attitudes towards learning and regular attendance, although efforts are ongoing to address attendance issues for some groups.
The personal development program equips pupils with resilience and knowledge about mental and physical well-being. They learn about the effects of drug and alcohol misuse and engage in discussions about global issues. Staff members feel supported by the headteacher, who is mindful of their workload, and professional development programs are in place, though subject leaders require further training to ensure consistent curriculum implementation.
The safeguarding arrangements are effective, with clear records maintained to monitor pupil welfare. Staff are well-trained to identify risks and refer concerns promptly. Pupils trust adults to keep them safe and understand online safety measures. To improve, the school needs to enhance subject leaders' training and ensure a consistent approach to curriculum delivery, particularly in phonics and reading materials. Implementing a clear system for matching decodable books to phonics learning will also be essential for supporting pupils' reading development.
