STATUTORY INSPECTION OF ANGLICAN SCHOOLS

Elham Church of England (Aided) Primary School

Vicarage Lane

Elham

Canterbury

Kent

CT4 6TT

Elham Church of England (Aided) Primary School,

Diocese: Canterbury

Local Authority: Kent

Dates of inspection: 22^nd and 23^rd January 2008

Date of last inspection: 9^th and 10^th February 2004

School’s Unique Reference Number: 118741

Headteacher: Sue Hope

Chair of Governors: Val Hall

Inspector’s name and number:  Judy Bainbridge, 328

SCHOOL CONTEXT

Elham is a small voluntary aided primary school situated in a village ten miles south of Canterbury. The 122 pupils are taught in five classes, all of which contain mixed year groups. Although the majority live in the parish of Elham, a significant number travel from further afield, their parents having chosen this school for its Christian ethos.  Pupils are drawn from a range of socio-economic backgrounds, with many coming from relatively affluent families. Almost all pupils are of White British origin. The percentage of those with learning difficulties is slightly above average. Recent results in the national tests in English, mathematics and science have been above average. The latest OfSTED report judged this to be a good school, and rated pupils’ behaviour as outstanding.

SUMMARY JUDGEMENT

Elham Church of England (Aided) Primary School is a good Church school with strong potential for further improvement. GRADE 2 - GOOD

ESTABLISHED STRENGTHS

• The school is a purposeful and happy community in which excellent relationships, rooted in Christian values, provide a very secure basis for learning.
• The daily act of worship is central to the school day, and is valued by pupils and staff alike. 
• Good teaching enables pupils to attain high standards in religious education.  
• The Headteacher provides caring and committed leadership, and is ably supported by a united staff team.    

FOCUS FOR DEVELOPMENT

• Ensure that the school’s distinctive Christian character, which is already reflected in its life and work, is explicit in key documentation.
• Develop opportunities for all members of the school community to be involved in the regular monitoring and evaluation of collective worship.
• Refine and consolidate assessment strategies to support the new RE syllabus.
• Involve all teaching staff and governors in the ongoing process of denominational self-evaluation, and ensure that it is clearly linked to the School Plan.    

How well does the school, through its distinctive Christian character, meet the needs of all learners?    GRADE 2 - GOOD

Elham is a happy school where pupils want to be. They speak of their enjoyment of interesting lessons and many ‘fun’ extra-curricular activities. Staff too speak of being happy here. Pupils feel safe and cared for in school, and emphasise that their teachers are always ready to listen. They especially value the friendship of other pupils. ‘The best thing about the school is the children,’ one commented. Excellent relationships at all levels are characterised by care, openness and mutual respect. These intrinsic Christian values, which are recognised and articulated by all members of the school community, must be made explicit, for example through key documentation. Many parents choose this school because it promotes these values, and attaches particular importance to their children’s moral and spiritual development.   Pupils are well aware that this is a Church school. They understand the significance of the cross on their badge, and point to the link with the parish church as one of the distinctive features of the school. The school’s Christian status is expressed in symbols and displays in common areas and classrooms.  Pupils are keen to care for others and to take responsibility, for example through acting as buddies. They are also aware of needs beyond their rural community and work hard to support a range of charities both locally and overseas.

What is the impact of collective worship on the school community?  GRADE 2 – GOOD

The daily act of worship is central to the life of the school. It is carefully planned to meet the needs of pupils, and is valued by all members of the school community. Pupils say they particularly enjoy opportunities to take an active part. They respond eagerly to questioning and to invitations to help the leader. They sing extremely well, and join in prayers with feeling. Worship has a distinctively Anglican flavour, shown by pupils’ use of a number of liturgical responses, as well as the Lord’s Prayer and the Grace. The use of prayer and silence encourages them to apply teaching to their own lives, as when they reflected on being ‘peacemakers’ in school.  A ‘prayer tree’ in the hall enables them to contribute their own subjects for prayer. Further opportunities for prayer are provided at lunchtime and at the end of the day. The incumbent makes a valued contribution to worship. All teaching staff attend worship daily and lead it on a regular basis. The school is now seeking ways of involving pupils in leading worship. Regular services in church, which include the celebration of the Eucharist, are enjoyed by pupils and well supported by parents. These help to strengthen the school’s distinctive Anglican identity. The assurance of good practice in worship through regular monitoring and evaluation is still at an early stage, and does not yet involve all teaching staff, pupils and governors.

How effective is the religious education in the school? GRADE 2 - GOOD

The standards in RE are at least in line with those laid down in the Agreed Syllabus, and often higher, particularly in speaking and listening. Pupils achieve well because teaching is good overall, with some outstanding practice. Lessons are well-paced. Teachers use questioning very effectively, encouraging pupils to express their own feelings and opinions with confidence and sensitivity. They plan carefully for both attainment targets, effectively linking lesson content with pupils’ own experience. As a result, pupils show very good subject knowledge, and are able to relate it to their own lives. For example, older pupils studying the story of David and Goliath considered the part faith and self-belief can play in helping them to meet challenges and overcome difficulties at home and school. Pupils themselves have very positive attitudes towards RE. They are aware of its importance in helping them to understand their own beliefs and to respect those of different faiths. The subject leader supports teachers well. She has recently begun to introduce assessment strategies for RE. The school recognises that it now needs to refine and consolidate these in order to raise standards still further.

How effective are the leadership and management of the school as a Church school?  GRADE 2 - GOOD

The Headteacher is a committed and caring leader with a clear vision for the school’s development. She is well supported by a loyal and united staff team. RE and collective worship are well led and managed. Links with the parish church are well established and highlighted by pupils and their parents as a particularly important feature of their school. Parents and governors are appreciative and very supportive of the school. Pupils are proud of the contribution they make to its running through school and class councils. Plans are underway to strengthen their voice further. The school’s self-evaluation is sound, but has so far not involved governors or all teaching staff. Through widening participation in this process, and linking it to the School Improvement Plan, the school will be well placed to develop its effectiveness as a Church school further.