Drapers Mills Primary Academy, located in Margate, Kent, has undergone an ungraded inspection on 31 October and 1 November 2023. The overall judgement remains good, although evidence suggests that the grade might not be as high if a graded inspection were conducted now. The headteacher, Kathleen Davis, leads the school, which is part of The Kemnal Academies Trust, overseen by Dr. Karen Roberts and a board of trustees chaired by Gaenor Bagley. The school serves a community with high levels of deprivation and has a significant proportion of pupils who speak English as an additional language.
Pupils at Drapers Mills feel welcomed and valued, greeted personally by their teachers each morning. They express a sense of safety and are encouraged to communicate their concerns through class 'worry boxes.' The school promotes a culture of responsibility, with pupils taking on roles such as classroom monitors and reading to younger students. However, leaders acknowledge that current educational provisions are not sufficient for pupils to achieve their full potential. They are committed to making necessary improvements to ensure high-quality education for all students.
The school has raised expectations for behavior and has trained staff and pupils to understand new standards. Most pupils behave well in lessons and around the school, with those facing behavioral challenges receiving appropriate support. The school has implemented several changes to address barriers to achievement, fostering a renewed sense of direction among staff. The shared values of resilience, respect, individuality, and aspiration drive recent improvements in pupil behavior.
Drapers Mills is actively working to improve attendance, which has been a barrier to pupil achievement. Attendance data is meticulously analyzed to provide tailored support for families, resulting in increased regularity in school attendance. Reading is prioritized, with strong foundations laid in Reception. Phonics teaching is emphasized, and support is provided for pupils who fall behind. However, not all staff have received adequate training in phonics instruction, leading to gaps in support for older pupils who struggle with reading.
The curriculum is ambitious and logically sequenced, but many pupils face challenges due to gaps in prior knowledge. The school has introduced assessments in mathematics and phonics to help teachers identify areas needing attention. While some teachers are beginning to check pupils' understanding during lessons, this practice is not yet consistent across the curriculum, leading to mismatched work levels for pupils. Special educational needs and disabilities are increasingly recognized and supported, but adaptations for these pupils are not consistently implemented.
Pupils learn about diverse faiths and are taught to respect differences, fostering an inclusive environment. They develop resilience and appreciation for nature through outdoor learning experiences. The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that all staff receive training in phonics to provide consistent support for struggling readers. Additionally, the school should enhance assessment practices to accurately identify gaps in knowledge and understanding, allowing for more tailored teaching. Addressing attendance issues remains a priority to ensure all pupils can fully engage with the curriculum and achieve their potential. The school is committed to ongoing improvement and is making strides toward providing a high-quality education for its pupils.
