Rusthall St Paul’s CofE VA Primary School, located in Tunbridge Wells, Kent, underwent an inspection on April 19 and 20, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and early years provision also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and leadership and management.
The inspection highlighted the efforts of new leaders who have been working diligently to raise expectations within the school. Pupils are encouraged to believe in their abilities, fostering a readiness to learn and perform to the best of their capabilities. Children in the early years adapt quickly to school routines, and positive relationships between pupils and staff are evident across all phases. The school promotes kindness and respect for diverse viewpoints, with older pupils actively participating in a buddy system to support younger peers. The personal development program emphasizes inclusivity and cultural respect, with pupils expressing pride in welcoming peers from Ukraine.
Pupils engage in various sports clubs, with leaders ensuring that those who would benefit most are included. The school organizes well-planned trips that enhance the curriculum and broaden pupils' understanding of their local environment. However, while improvements in the curriculum are underway, there are still challenges, particularly in foundation subjects. In core subjects like science, mathematics, and early reading, a well-structured curriculum is in place, allowing pupils to build on their knowledge effectively. In contrast, subjects such as history and art lack a well-sequenced curriculum, and leaders have yet to identify the essential knowledge pupils need to acquire.
Support for pupils with special educational needs and disabilities is a priority, with leaders ensuring they are quickly identified and receive appropriate assistance. In subjects where the curriculum is more developed, pupils demonstrate secure knowledge and can apply prior learning to new tasks. Teachers generally plan opportunities for pupils to revisit their learning, although there have been instances where adjustments to address knowledge gaps were not made swiftly enough.
In the early years, children begin learning to read immediately, with staff trained to deliver a new phonics program. However, there have been instances where the pace of instruction was too rapid, leading to some pupils falling behind. Nevertheless, support is now in place to help these pupils catch up, and older pupils are reported to be fluent readers, prepared for secondary education.
The school has made strides in enhancing the outdoor learning environment for early years, with a newly implemented curriculum supporting the development of essential skills. Pupils exhibit positive attitudes towards learning, although some report disruptions from peers during lessons. Attendance is generally good, but leaders recognize that a small number of pupils do not attend as frequently as they should.
The safeguarding arrangements at the school are effective, with staff receiving high-quality training to identify at-risk pupils. Leaders maintain clear records and seek external support when necessary. Pupils understand how to keep themselves safe and trust that adults will assist them when needed.
To improve, the school must fully plan the curriculum across all subjects, particularly in foundation areas, ensuring that the knowledge pupils need to learn is clearly identified. New leaders should continue to develop the curriculum and provide training for staff to enhance delivery consistency. Additionally, the early years curriculum needs to be embedded and monitored to address existing gaps in children's knowledge. Overall, while the school has made significant progress, ongoing efforts are required to ensure all pupils achieve their full potential.
