Sedley’s Church of England Primary School, located in Southfleet, Gravesend, Kent, underwent its first inspection under the Education Act 2005 on July 11 and 12, 2023. The school has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school joined the Aletheia Academies Trust in June 2022, and this partnership has been instrumental in driving improvements across various aspects of the school.
The school’s vision, encapsulated in the phrase love to learn, learn to love, is embraced by both staff and pupils. This ethos fosters a positive environment where kindness and politeness are emphasized, leading to exemplary behaviour among students. Pupils demonstrate a high level of engagement in their learning and are actively involved in various clubs and enrichment activities, which complement their academic experiences. The school offers a range of extracurricular opportunities, including trips and guest speakers, which enhance the curriculum and support classroom learning.
Staff at Sedley’s have high expectations for student achievement, and this has resulted in significant progress in pupils' learning. The curriculum has been refined since the school joined the trust, with a focus on improving teaching methods. Pupils are now more confident in discussing their learning and are encouraged to develop effective learning behaviours. Reading is prioritized, with teachers receiving support to deliver effective early reading instruction. This approach has proven successful, as pupils who struggle with reading receive targeted support to help them catch up.
In mathematics, leaders have implemented changes to the curriculum and teaching strategies, leading to improved outcomes for pupils. While historical performance in mathematics was weaker, current progress is commendable. In other subjects, leaders have established ambitious end points and have considered the sequencing of the curriculum to build knowledge over time. However, there are still some foundation subjects where the specific knowledge required for each topic has not been clearly defined, which can hinder effective lesson planning.
The school is proactive in identifying and supporting pupils with special educational needs and disabilities. Staff collaborate with parents and external agencies to provide targeted interventions that effectively address individual needs. The Reception class is well-managed, with staff adapting activities to meet the diverse developmental needs of children. However, some activities could be more engaging, and children may not always understand how to utilize the available resources effectively.
Sedley’s has introduced a new personal, social, health, and economic education curriculum, which is delivered in an age-appropriate manner. Pupils learn about various cultures and are encouraged to be active citizens, fostering a strong connection with the local community. Leaders promote positive attitudes towards learning and celebrate pupil progress, contributing to high motivation levels among students. Attendance is generally good, although a small number of pupils have persistent absence issues, which the school is addressing with parents.
The safeguarding arrangements at Sedley’s are effective, with staff trained to identify and respond to potential risks. Pupils are educated on personal safety, including online safety, and are confident in discussing what they have learned. The school effectively manages risks associated with its environment and follows robust recruitment processes.
Overall, Sedley’s Church of England Primary School is making significant strides in providing a high-quality education. The support from the Aletheia Academies Trust has been beneficial, and the positive changes observed by parents, pupils, and staff indicate a commitment to continuous improvement. The school is well-positioned to build on its successes and address areas for further development, particularly in ensuring clarity in the curriculum for foundation subjects and enhancing teacher confidence in delivering these subjects.
