Ofsted conducted a short inspection of St Anthony’s School on 2 July 2019, following its previous judgment of good in July 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, including the headteacher and staff, is dedicated to providing all pupils with the necessary opportunities for success, emphasizing emotional well-being as a core aspect of the school’s mission. Strong relationships among pupils, peers, and staff foster a safe and enjoyable learning environment. Feedback from parents and carers was overwhelmingly positive, highlighting the school’s effective support for students.
Since the last inspection, the leadership structure has been enhanced with additional assistant headteachers and subject leaders. While the leadership of English and mathematics has become more established, there is recognition that some middle leaders need further development to drive improvements in their respective areas. The school has prioritized reading, employing a ‘reading doctor’ to assist pupils with reading ages below eight, resulting in significant progress over nine months. However, in some areas, expectations for individual achievement were noted to be too low.
Governors possess diverse backgrounds and skills, enabling them to effectively challenge and support school leaders. They have implemented a rigorous monitoring system to evaluate the school’s performance comprehensively. The previous inspection identified the need for improved pupil progress in mathematics, which has been addressed through the appointment of a mathematics leader who trains staff and monitors the subject. Consequently, there is now parity in the progress of pupils in mathematics and English, although there remains a need to challenge the most able pupils further.
The school has made significant strides in addressing emotional and mental health issues, an area highlighted for improvement in the last inspection. Staff are committed to understanding pupils’ emotional needs, employing various interventions to support well-being. The ‘Headstart Kent’ program has been introduced to help pupils build resilience in facing challenges. Safeguarding measures are robust, with meticulous record-keeping and effective tracking of actions following concerns. The school’s systems, while strong, are acknowledged to require fine-tuning.
Pupils express a sense of safety and happiness at school, with many identifying the importance of learning in keeping safe in various situations. They demonstrate mature attitudes towards inclusion and diversity. The inspection focused on how leaders have addressed previous areas for improvement, examining pupil progress across subjects, particularly in secondary mathematics. The school assesses incoming pupils to establish baselines for progress measurement, setting aspirational targets and providing interventions as needed.
The curriculum is broad and balanced, designed to develop academic skills and address special needs while fostering resilience. In key stages two and three, the curriculum focuses on fundamental skills through a themed approach, while key stage four offers a variety of subjects leading to qualifications. The school’s behavior management systems emphasize rewards and consequences, with tailored interventions improving individual pupil behavior over time. Attendance systems are effective, with strong relationships built with parents to enhance pupil engagement. Overall, the school is well-positioned to continue its positive trajectory, with clear next steps for further improvement in middle leadership and mathematics challenge for the most able pupils.
