Phoenix Primary School, located on Glencoe Road in Chatham, Kent, underwent an inspection on June 20 and 21, 2023, and received an overall effectiveness rating of good. The school has made significant progress since its previous inspection, where it was rated as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at Phoenix Primary School feel safe, happy, and engaged in their community. They embody the school's philosophy of valuing self, others, and the environment. Parents express strong support for the school's efforts in promoting the mental and physical well-being of their children. The school maintains high expectations for both learning and behavior, fostering warm relationships between pupils and staff. Pupils demonstrate good manners and consideration for others, and they understand the support available to them when they face challenges. They are also aware of the consequences of poor behavior and appreciate the opportunity to repair relationships.
The school encourages enthusiasm for learning, with positive interactions observed in classrooms and throughout the school. Pupils take pride in their achievements and the opportunities provided by the school. They actively participate in community improvement initiatives, such as fundraising for a local homeless shelter. The school offers diverse experiences, including kayaking and forest school, which contribute to valuable life skills.
Since the last inspection, Phoenix Primary School has transitioned from a junior to an all-through primary school, implementing an ambitious curriculum that is inclusive of pupils with special educational needs and/or disabilities. The curriculum is structured to build vocabulary and knowledge progressively, starting from early years and continuing through to Year 6. However, outcomes in Year 6 following the COVID-19 pandemic do not fully reflect the quality of education currently provided. Leaders are aware of this historical dip in performance and are taking steps to address it.
Reading has been prioritized, with a well-developed phonics program supporting early literacy across the school. From the beginning of Reception, children embark on their reading journey, supported by well-trained staff who provide access to a wide range of appropriate books. Reading lessons are designed to build comprehension, fluency, and accuracy effectively.
Staff training and development are well-planned, enhancing subject knowledge for teachers and support staff. Pupils with special educational needs are quickly identified, and staff provide tailored support while regularly assessing their progress. Consistent behavior management strategies have been implemented, resulting in a calm and supportive environment.
Leaders maintain high expectations for learning and behavior, fostering nurturing relationships between staff and pupils. While bullying and poor behavior are addressed effectively, persistent absence among some vulnerable groups remains a concern. The local governing body and trustees actively support and monitor the school's performance, ensuring accountability.
The school promotes a comprehensive approach to pupils' physical and mental well-being, teaching values of equality and diversity. By the time pupils reach Year 6, they exhibit politeness, tolerance, and a commitment to the school's values. Safeguarding arrangements are effective, with a culture of high-quality safeguarding practices in place.
To improve further, the school must ensure that Year 6 outcomes reflect the quality of the curriculum and address persistent absence among certain groups. Leaders are tasked with refining their strategies to reduce absence rates for pupils with special educational needs and those eligible for pupil premium funding.
