Adisham Church of England Primary School, located in Canterbury, Kent, has recently undergone an ungraded inspection, with the outcome confirming that the school remains outstanding. The inspection took place on November 29, 2023, and while the overall judgement has not changed, the evidence suggests that a graded inspection might yield a different result if conducted now. The headteacher, Sophie Metcalf, leads the school, which is part of the Stour Academy Trust, overseen by CEO Rachael Howell and a board of trustees chaired by Fiona Trigwell.
Pupils at Adisham are reported to be happy and thrive in the supportive environment of this small village school. The school emphasizes a strong sense of community, fostering excitement for learning among students. High expectations are set for all pupils, including those with special educational needs and disabilities, ensuring that every child is treated as an individual. This inclusive approach contributes to the majority of pupils achieving well academically.
Safety is a priority at the school, with pupils feeling secure and having access to trusted adults for support. The school actively addresses any incidents of unkind behavior and regularly reviews its behavior procedures to meet the needs of all students, particularly those with SEND. The curriculum is designed to provide a wide range of opportunities, with trips and visits enhancing the learning experience. Pupils take pride in representing their school, participating in initiatives such as fundraising for the local food bank.
The curriculum at Adisham is ambitious and accessible, supported by extensive training for staff, which enhances their subject knowledge and confidence in teaching. Technology is effectively integrated into the curriculum, and learning is adapted to meet the needs of all learners. The school has established robust assessment practices to monitor pupil progress and address any gaps in learning, starting from the early years. Engagement in lessons is high, and pupils are well-supported in understanding their learning.
Reading is a particular focus, with many pupils expressing enthusiasm for it. The school library is frequently used, and pupils participate in a 'five-a-day' reading initiative to share books with adults. Early phonics instruction is prioritized, and while a catch-up program is in place for struggling readers, its effectiveness has been questioned. Some pupils are not achieving their full potential in reading, which impacts their ability to access the wider curriculum. The school recognizes the need to enhance support for these pupils to improve their reading fluency and confidence.
Behavior expectations are high, and pupils understand what is required of them. Staff are proactive in addressing any off-task behavior, and pupils feel confident that their concerns about unkind behavior will be taken seriously. Overall attendance is good, with a focus on improving attendance among disadvantaged pupils through a robust strategy.
Personal development is integrated throughout the curriculum, with staff knowing each pupil well and celebrating their individuality. Mixed-age classes facilitate collaboration and prepare pupils for their next learning stages. The school prioritizes opportunities for disadvantaged pupils, such as providing free access to the Year 4 camping trip and lunchtime sports coaching to promote positive behavior.
Governance at the school is effective, with trustees actively challenging and supporting the school. Staff workload and well-being have been carefully reviewed, leading to a supportive environment where staff feel heard and valued. Parents express overwhelming positivity about the school, appreciating the strong sense of community fostered by the staff.
The safeguarding arrangements at Adisham are effective, ensuring the safety and well-being of all pupils. The school is committed to continuous improvement, particularly in supporting weaker readers to enhance their reading skills and overall academic success. This commitment to excellence in education and the well-being of pupils is evident throughout the school's practices and ethos.
