Wilmington Primary School, located in Dartford, Kent, has been recognized for its overall effectiveness as a good school following an inspection in June 2019. The leadership and management of the school are deemed good, with the headteacher taking decisive actions to enhance the quality of teaching after a previous decline in outcomes. The introduction of new school values has effectively driven improvements in teaching and learning. Leaders have focused on enhancing the teaching of mathematics, resulting in improved pupil outcomes. The staff team is skilled and committed to ensuring that every pupil achieves their best, with teachers delivering engaging lessons that lead to good outcomes for pupils.
The early years provision is also rated as good, with improvements being made to create a stimulating learning environment. Pupils exhibit good behavior and positive attitudes towards learning, enjoying their time at school, which is reflected in their attendance rates being above national averages. The leadership structure within the school is strengthening, and the curriculum offers a variety of meaningful learning opportunities across different subjects. Safeguarding measures are effective, with robust systems in place for recording and addressing concerns. The use of sports premium funding has been highly effective, providing pupils with opportunities to engage in extracurricular activities.
While the majority of parents express positive views about the changes implemented by the headteacher, there is a desire for more information regarding their children's progress. Governors are actively involved in the school, providing strong support and challenge, and they have sought training to enhance their effectiveness. To further improve, the school aims to develop the quality of teaching, particularly in the early years, by ensuring that staff consistently challenge and extend pupils' knowledge. Additionally, there is a focus on developing senior and subject leaders to enhance their effectiveness in improving teaching and the curriculum.
The quality of teaching, learning, and assessment is rated as good, with well-planned lessons delivered in an engaging manner. There is consistency in the teaching of English and mathematics, leading to good progress for pupils. The school's approach to mathematics has been particularly effective, helping pupils build their understanding of concepts over time. Phonics instruction is strong, enabling pupils to read unfamiliar words effectively. Teachers demonstrate good subject knowledge and provide clear explanations, fostering a positive learning environment.
Pupils' personal development and welfare are also good, with positive relationships between pupils and staff. The school promotes a strong understanding of bullying, and pupils actively look out for one another. They are knowledgeable about leading healthy lifestyles and participate in extracurricular sports. The behavior of pupils is commendable, with a positive approach to behavior management resulting in high expectations among pupils. Attendance rates have improved due to effective leadership and robust systems.
Outcomes for pupils are good, with improvements noted in mathematics and writing. The English curriculum is designed to inspire pupils, although there are inconsistencies in handwriting quality due to unclear teaching policies. Monitoring of teaching is linked to pupil progress, ensuring that all groups make good progress. The school has successfully addressed previous disparities in phonics achievement between boys and girls, leading to improved outcomes. Overall, the breadth of the curriculum and quality teaching prepare pupils well for their future education. The early years provision has also seen significant improvements, with children making good progress and transitioning smoothly into Year 1. Parents appreciate the care and support their children receive, and the school actively encourages parental involvement in learning activities.
