Bobbing Village School, located in Sittingbourne, Kent, underwent an inspection on June 18 and 19, 2024. The overall effectiveness of the school was rated as requiring improvement, while the quality of education, personal development, and early years provision were rated as good. However, behaviour and attitudes, as well as leadership and management, were identified as areas needing improvement. The headteacher, Tim Harwood, leads the school, which is part of the Bourne Alliance Multi Academy Trust, overseen by CEO Diane Browning and a board of trustees chaired by Neil Peterson.
The school was last inspected seven years ago, receiving an outstanding rating under a previous framework. Since then, the school has been exempt from routine inspections until November 2020. An ungraded inspection occurred in February 2023, and the current report reflects the latest inspection framework and any changes since the last graded inspection.
Pupils express enjoyment in attending this welcoming village school, characterized by a strong sense of community. They are polite and respectful, with initiatives in place to promote well-being, such as the ‘zen den.’ However, recent behaviour issues have emerged, prompting the introduction of a new behaviour policy aimed at clarifying expectations for both staff and pupils. The effectiveness of this policy is still being evaluated, as some pupils continue to disrupt learning. Positive behaviour is encouraged through a reward system aligned with the school’s values.
The school has made strides in enhancing the quality of education, with a new ‘discovery’ curriculum that fosters connections across subjects. Pupils benefit from a variety of extracurricular activities that broaden their understanding of different cultures and faiths. They demonstrate aspirations for success and take pride in their responsibilities, such as serving as reading and restorative justice ambassadors.
While the curriculum is ambitious and well-organized, some teachers do not consistently assess pupils' understanding before introducing new material. This inconsistency can lead to gaps in knowledge, as lessons may progress too quickly for some students. Plans are in place to refine assessment practices to ensure all pupils achieve their potential.
Support for pupils with special educational needs and disabilities is a priority, with staff receiving ongoing professional development to meet diverse needs effectively. The school promotes a love of reading, with early interventions in place for those who struggle. In the early years, children engage in activities that develop their literacy and numeracy skills, fostering creativity and social interaction.
Despite the positive aspects, disruptions in learning due to inconsistent behaviour management have been noted. Some staff do not maintain high expectations for pupil behaviour, leading to challenges in classroom management. Leaders are working on a consistent approach to behaviour management, but its impact is yet to be fully realized.
The school is actively collaborating with parents to address attendance issues, resulting in high attendance rates for most pupils. However, a small number of pupils remain persistently absent, and the school continues to support these individuals.
The personal development programme is helping pupils understand the importance of tolerance and respect, as well as concepts like democracy and healthy relationships. Leaders and governors are committed to improvement, but they lack sufficient oversight in certain areas, which hinders their ability to identify effective practices and necessary changes.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. The inspection highlighted the need for improved assessment practices, consistent behaviour management, and enhanced oversight by leaders to facilitate necessary improvements in the school’s provision.
