South Avenue Primary School in Sittingbourne, Kent, received a positive inspection report following its evaluation on October 11 and 12, 2022. The school was rated as good across all areas, including overall effectiveness, quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. The school has maintained this good rating since its previous inspection in May 2017.
Pupils at South Avenue Primary School are described as happy and eager to learn, embodying the school’s ethos of togetherness and growth. The school’s values are well understood by the students, who apply them in their daily activities. Leaders set high expectations for all pupils, and teachers deliver lessons that inspire and engage students. While adaptations are made for pupils with special educational needs and disabilities, some still find it challenging to access the full curriculum.
Behavior in the school is commendable, with pupils demonstrating respect and care for one another. Initiatives like the ‘playground buddies’ program foster a supportive environment. The school has effective measures in place to address misbehavior, and pupils feel safe due to the swift action taken against bullying. The school also provides a ‘Silver Room’ for pupils who may feel overwhelmed during playtimes, helping them manage their emotions.
The curriculum at South Avenue Primary School is ambitious and well-structured. Subject leaders provide clear guidance to teachers, enabling them to create engaging lessons that connect different subjects. For instance, Year 5 pupils explore texts related to Earth and space, enhancing their understanding of the topic. In core subjects like English and mathematics, teachers effectively use assessment tools to help pupils reflect on their learning and set personal challenges. However, this practice is not consistently applied across all subjects, leading to gaps in knowledge and vocabulary for some pupils.
Subject leaders also play a crucial role in supporting teacher development while considering their workload. However, governors need a clearer understanding of the curriculum's quality and impact beyond English and mathematics. Reading skills are well-developed among pupils, with early years children showing confidence in their abilities. Interventions are in place for those who struggle, helping them catch up quickly. Older pupils are encouraged to read widely, although some show less enthusiasm.
Mathematical skills are also fostered effectively, with early years children engaging in play-based activities that promote understanding of shapes and numbers. As pupils progress, they apply their mathematical knowledge confidently across various subjects. The school promotes respect and understanding of diversity, with pupils articulating their thoughts on mental health and well-being.
Attendance is generally high, with the school actively working to improve rates for those with lower attendance. A variety of clubs and activities enrich the pupils' experiences beyond the classroom. Teachers are proactive in identifying pupils needing additional support, particularly those with SEND. However, some tasks assigned to these pupils do not always align closely with lesson content, hindering their learning.
The school has effective safeguarding measures in place, creating a culture of safety and awareness. Staff training ensures that potential risks are identified promptly, and the school collaborates with external agencies to support pupils and families. Pupils are educated about community risks and online safety through a comprehensive personal, social, and health education program.
To enhance its effectiveness, the school needs to ensure that assessment practices are consistently applied across all subjects and that activities for pupils with SEND are purposefully linked to lesson content. This will help all pupils build the necessary knowledge and skills to succeed in their education.
