OFSTED REPORT June 2013
School report
Christ Church Church of England Primary Academy, Folkestone Brockman Road, Folkestone, Kent, CT20 1DJ
Inspection dates 27-28 June 2013

Overall effectiveness
Previous inspection: Not previously inspected
This inspection: Requires improvement 3
Achievement of pupils Requires improvement 3
Quality of teaching Requires improvement 3
Behaviour and safety of pupils Good 2
Leadership and management Requires improvement 3

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because:

-The proportion of pupils making the progress they should varies between year groups.
-The quality of teaching is inconsistent, stronger in some year groups than others.
-Some teachers do not check on pupils’ progress regularly enough during lessons so the pace of learning dips.
-Responsibilities for leading improvements in the school have not been shared widely enough between teachers.
-Marking does not yet ensure that all pupils are fully involved in improving their work.
-Work is sometimes too hard or too easy for pupils of different abilities, so that their progress in learning slows.

The school has the following strengths:

-Positive relationships within the school lead to a strong sense of community. Senior leaders, including governors, are determined for the school to improve.
-The school’s new programme for teaching letters and sounds (phonics) ensures that skills are now improving quickly.
-Pupils behave well, feel safe and know all about how to keep themselves safe in different situations.

Inspection report: Christ Church Church of England Academy, Folkestone, 27-28 June 2013 2 of 9
Information about this inspection

-Inspectors observed teaching in all classes. They visited 21 lessons, of which three were joint observations made with the headteacher. In addition, inspectors made a number of short visits to lessons, an assembly, the breakfast club and listened to pupils read.
-They held meetings with leaders and managers, staff and pupils, members of the governing body and the headteacher of a local school.
-Inspectors met both formally and informally with parents and carers, and took account of the 20 responses to the online questionnaire (Parent View).
-They observed the school’s work and looked closely at a range of documentation, including the school’s information about pupils’ progress, the school’s checks on its own effectiveness, the
development plan, moderation reports of pupils’ standards, the governing body minutes, records relating to behaviour and attendance, and safeguarding documents.
-The inspectors analysed 44 questionnaires from staff.

Inspection team
Gay Whent, Lead inspector Additional Inspector
Peter Thrussell Additional Inspector
Angela Podmore Additional Inspector

Inspection report: Christ Church Church of England Academy, Folkestone, 27-28 June 2013 3 of 9

Full report

Information about this school:
-This is a larger-than-average-sized primary school.
-The school is a member of the Folkestone Ethos Church schools’ partnership, which includes a national leader of education.
-Children in the Early Years Foundation Stage are taught in two Reception Year classes.
-The proportion of disabled pupils and those with special educational needs supported at school action is above the national average. The proportion of those supported at school action plus or with a statement of special educational needs is above the national average. These pupils have a
variety of barriers to learning, including behavioural, social, physical and emotional needs.
-The proportion of pupils for whom the school receives the pupil premium (extra government funding for pupils known to be eligible for free school meals, children who are looked after by the local authority and the children of service families) is above the national average.
-The proportion of pupils from minority ethnic groups is above average. The proportion of those pupils who speak English as an additional language is above average. At the time of the inspection, pupils with 14 different languages attend the school.
-A significant number of pupils join the school at times other than at the beginning of the school year.
-This school converted to become an academy on 1 March 2013. When its predecessor school, Christ Church Church of England Primary School, was last inspected by Ofsted, it was judged to be satisfactory overall.
-The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics in Year 6.
-There is a breakfast club on the school site. It is managed by the governing body and therefore formed part of this inspection.

What does the school need to do to improve further?

Improve the quality of teaching so that it is consistently good or better by making sure that all
teachers:
− make sure that what pupils have to learn is always clear and precise so that they know exactly
what they are expected to achieve
− plan and provide clear ‘next steps’ for learning for pupils matched to their learning abilities
− check pupils’ understanding throughout each lesson to make sure that learning proceeds at
the right pace
− ensure that marking consistently helps pupils to reflect on how well they are doing and take
greater responsibility for their own learning.
 Improve the impact of leadership and management through:
− defining precisely what is expected with respect to the responsibilities of subject leadership so
that teachers are more knowledgeable about how well their pupils are achieving over time and
can adapt their planning to meet pupils’ needs even more accurately.

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Inspection judgements

The achievement of pupils: requires improvement

-Rates of progress vary through the different age groups and across the year. Evidence from observations of lessons, and looking at pupils’ work, together with school data, show that pupils are not making consistently good progress throughout the school. As a result, although the
school’s targets for attainment at the end of the year were reached, achievement requires improvement.
-The progress of those pupils who are disabled or have special educational needs is variable across the school. Those who do make good progress benefit from being taught in small groups rather than in the whole class. This is because the support and range of resources they receive
ensure that their needs are carefully assessed, and the help and guidance provided for them are regularly reviewed and modified if necessary.
-The new systematic approach to teaching of phonics, adopted because standards in pupils’ phonic knowledge in Year 1 were previously well below average, is helping all pupils. As a result, pupils are making much faster progress than in the past in their reading because they
confidently use their knowledge of letters and sounds to read words they cannot recognise. Standards in phonics have risen considerably and are now no longer below average.
-Children join the school with knowledge and skills that are often well below those expected for their age. They make good progress during their Reception Year as a result of consistently good teaching, although many pupils are still below average at the end of Year 1 in their writing and
mathematics. Children particularly enjoy opportunities to play on their own as well as with each other, both within the classrooms and in the outdoor area. They are given stimulating things to do which place very good emphasis on speaking and listening, and thinking for themselves. This
helps them to develop good personal and social skills.
-Attainment is influenced by the large numbers of pupils who join the school throughout the school year, particularly those who speak a different language. However, they do learn to speak English well over time owing to the school’s support from specialist staff who set these pupils
small, achievable targets in developing their English language skills, and this gives the pupils increasing confidence. Staff adapt their provision so that the pupils make good progress overall. Those pupils from minority ethnic groups and those who speak English as an additional language
are making good progress over time, particularly in relation to reading and mathematics.
-Pupils’ attainment in reading, writing and mathematics is below average at the end of Year 2. By the end of Year 6, attainment is improving so that higher numbers of pupils are making average progress in reading, writing and mathematics.
-Pupils who benefit from the pupil premium funding are making good or better progress compared to that of other pupils in the school as their needs are accurately identified and a range of effective strategies are put into place to improve their learning. The funding has been
used to purchase a very wide range of additional programmes to enhance reading, writing and mathematics which are carried out effectively by additional support staff in smaller group sessions. Their attainment in the Year 6 national tests is similar to that of all other pupils.

The quality of teaching: requires improvement

-Most parents or carers who responded to the online parent survey feel that their children are taught well, as confirmed by the school’s most recent parental questionnaire. However, inspection evidence did not endorse this view and judged that the quality of teaching is not
consistently good across the school and requires improvement. This lack of consistency results in some pupils underachieving. The quality of teaching seen during the inspection varied from inadequate to outstanding.
-Teachers carry out marking regularly but too many comments are not constructive so that pupils are not aware of what they have done well and what they need to do in order to improve. Some, although not many, are given opportunities to respond to their teachers’ comments. As a result,
marking does not ensure that all pupils are fully involved in improving their work.
-Where teaching requires improvement, teachers do not take enough account of assessment information to plan work that challenges and extends pupils. This is the case when groups of pupils in those lessons are given exercises in books or worksheets to complete and there is
insufficient checking of how pupils are getting on while they are working. This restricts the progress they are able to make.
-Where teaching is effective, such as in phonics lessons, all adults leading learning ensure that pupils make good progress through clear learning objectives which focus pupils on their next steps for learning, interesting activities which enable pupils to work together as well as
independently, and a pace of learning which engages them all.
-Teachers ensure that pupils enjoy reading. Younger pupils successfully sound out words they do not know by applying their knowledge of the sounds that letters make. Older pupils in Year 6 say that ‘books take me somewhere else’ or that ‘hours fly by for me when I read’. The school
creates a positive climate for learning to read in attractive classroom displays, which celebrate books across all ages from ‘The owl who was afraid of the dark’ to ‘War Horse’ to encourage a genuine love for reading.

The behaviour and safety of pupils are good

-Pupils know how to behave well. Behaviour is good when pupils move around the school, in lessons, in the dining hall and in assembly. Older pupils enjoy the opportunity to be peer mediators. It is not yet outstanding owing to the few lessons where teachers do not pitch their
work precisely enough to pupils’ needs. At these points, pupils lose concentration and their engagement decreases.
-Pupils are friendly and very enthusiastic. They say they enjoy their learning. Almost all parents and carers agree that their children are happy at the school.
-Pupils are aware that ‘some pupils can be silly’ and that adults deal effectively with any incidents of misbehaviour. They say that there is some poor behaviour by a small number of pupils but that it is treated appropriately.
-The school is open from 8.30am when pupils can go into their classes. A breakfast club provides an earlier start and a nutritious meal for pupils at low cost. The end of the school day is staggered for pupils of different ages. This is to help parents and carers leave and collect their
children at school when it is safer. The narrow, busy bend immediately outside the school can become a hazard to children’s safety.
-Pupils know how to keep themselves safe, particularly when using the internet. They say that, although bullying used to be a problem, it has improved greatly over the last two years. The headteacher is aware that bullying continues to be a concern for a small group of parents and
carers. Pupils all know who to go to if they need help.
-Fostering good relationships is a very good aspect of what the school does well. Pupils of all ages, nationalities and abilities were seen to work and play well together in a harmonious atmosphere throughout the inspection. This was particularly evident in the whole-school
assembly where behaviour was impeccable.
-The school takes every opportunity to celebrate good attendance and classes with high attendance are rewarded with certificates presented at the weekly celebration assembly.
Attendance is currently average. Staff work closely with parents and carers to resolve persistent absence.

The leadership and management require improvement

-The headteacher and governors share a clear plan to improve the school. There is an agreed focus on improving the quality of teaching and, although school leaders have tackled some underperformance, more remains to be done to address areas of specific weakness where
teaching requires improvement.
-The leadership team has been more active in checking what the school is doing, but roles and responsibilities of all staff, including middle and subject leaders, are not yet clearly defined in order to have sufficient impact on learning. The school has a wealth of data which, although
shared with some staff, is not extensive enough to enable all staff to have a full awareness of how well pupils are progressing. As a result, the leadership and management are not yet good overall. Where this is effective, as in the introduction of the new phonics teaching programme,
good and better progress has been made in a relatively short time.
-Pupils’ spiritual, moral and social development is promoted effectively. The school makes the most of its diverse community to celebrate a wider understanding of different cultures so that pupils are very well prepared for life in a culturally diverse society.
-The school is strongly focused on making sure that every pupil has similar chances. No one is discriminated against. Senior leaders and governors are constantly striving to strengthen the
partnership with parents and carers.
-The curriculum is rich and varied. Pupils in Year 5 say how much they enjoyed a visit earlier in the week to Grosvenor House. One pupil described one particular activity vividly in her writing: ‘I went up to the top. My legs and hands were quivering. Shockingly, I did it. As soon as I got
down I had an adrenaline rush. Bouncing up and down, I kept saying I WANT TO DO IT AGAIN!’
-The school works effectively within the partnership of local schools. The support that has been given in relation to the whole-school implementation of the systematic approach to learning to
read has been successful.

The governance of the school:
− Governance of the school is strong. Governors have a good understanding of the school’s
strengths and its drive to improve teaching and standards through the school’s development
plan. They know that pupils underperformed in the past and that this is now improving. They
are keen to question what they do not understand and do so regularly in order to clarify their
thinking. They know that performance management is in place and how salary decisions are
linked to teachers' performance. They are aware that any underperformance is followed up by
the headteacher. Governors undertake training so that they further develop their many skills
and expertise in order to make an effective team. The school’s finances are ably monitored
and managed and, where grants can be found, these have often been applied for and
secured. One such grant resulted in the school’s Community Building, which has provided a
base for small-group work, ensuring that children are not interrupted when working outside
their classrooms in corridors. Governors are aware of how the pupil premium funding is spent,
what it is spent on, and how it secures an effective impact for those pupils in receipt of the
funding. They know that this is to narrow the gap between those pupils and their peers.
Governors meet their statutory responsibilities, including those for safeguarding.

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What inspection judgements mean
School
Grade Judgement Description

Grade 1 Outstanding
An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.

Grade 2 Good
A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.

Grade 3 Requires improvement
A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.

Grade 4 Inadequate
A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors.

A school that requires special measures is one where the school is failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

Inspection report: Christ Church Church of England Academy, Folkestone, 27-28 June 2013 8 of 9

School details
Unique reference number 139309
Local authority Kent
Inspection number 421705
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school Primary
School category Academy Converter
Age range of pupils 4-11
Gender of pupils Mixed
Number of pupils on the school roll 408
Appropriate authority The governing body
Chair Maeve Renard
Headteacher Jim Kreiselmeier
Date of previous school inspection Not previously inspected
Telephone number 01303 253645
Fax number 01303 226029
Email address headteacher@christ-church-folkestone.kent.sch.uk

Any complaints about the inspection or the report should be made following the procedures set out in the
guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website:
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123 4234, or email enquiries@ofsted.gov.uk.

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© Crown copyright 2013
National Society Statutory Inspection of Anglican Schools Report
Christ Church Church of England Voluntary Controlled Primary School
Brockman Road
Folkestone,
Kent
CT20 1DJ

Diocese: Canterbury

Local authority: Kent
Dates of inspection: 9th February 2010
School’s unique reference number: 118674
Headteacher: Mr Jim Kreiselmeier
Inspector’s name and number: Mrs Anne-Marie Trustram (NS No. 635)

School context
Christ Church is a voluntary controlled two-form entry primary school serving an area of high
social deprivation. It is the lead school for Physical impairment in Shepway. The number from
minority ethnic groups is above average. Overall attainment on entry is well below average.
Standards have been rising in recent years. Outcomes at the end of Key Stage 1 and 2 are
broadly in line with national expectations.

The distinctiveness and effectiveness of Christ Church as a Church of England school
are good
Christ Church, Church of England Primary school is a good Church school, which aims to
ensure it is ‘a hub of Christian activity’.

Established strengths
• The school has strong Christian principles embedded in all aspects of its work.
• The Headteacher, Governors, and staff demonstrate a total commitment to ensuring that
every child feels valued and respected in the community.
• The school has strong links with the local church and the community.
• The enthusiasm for and commitment to the development of collective worship by the Acts
of Worship co-ordinator

Focus for development
• To adopt whole school training in religious education training and assessment procedures
• To extend opportunities for pupils to plan, lead and evaluate collective worship
• To involve all stakeholders in the process of self evaluation with the Statutory Inspection
of Anglican Schools

The school, through its distinctive Christian character, is good at meeting the needs of
all learners

The school’s Christian ethos is very good and consequently pupils are well cared for. This
was recognised by Ofsted in their recent inspection of the school. Christian values are
apparent in all aspects of the school’s life. Pupils understand that this is the case because
they encounter Christian symbols around the school and their understanding is further
reinforced by The Lord’s Prayer being prominently displayed in all classrooms. Staff model
Christian values in their relationships between all members of the school community, for
example, the respect shown between staff and pupils; it is also evident in the school’s
behaviour management strategies. Parents value the church status of the school. As one
parent said, ‘It’s a Christian school with strong Christian values.’ Parents feel the school
works very closely with families. Pupils frequently get involved in fund raising activities for
different charities and they see this as a Christian response to meeting the needs of others.
Pupils are aware that their school is distinctive as a Church school. They value the times
when they can pray in the classroom when something is worrying them. Prayers are regularly
said at mealtimes and at the end of the day, providing pupils with good opportunities for
spiritual development. Pupils have a clear understanding of forgiveness and this helps them
when they deal with difficult issues in their own lives. They feel safe at school and they know
that their voice will be heard. One pupil said, ‘I call my school my freedom time’. Pupils look
forward to going to church for special services and the good relationship between the school
and vicar enables the vicar to refer to the school as ‘the church in the community’.

The impact of collective worship on the school community is good
Pupils’ participation and enjoyment of worship is apparent in their attentiveness, their
contributions, and their singing. Pupils talk enthusiastically about collective worship and the
importance it plays in their lives. Their understanding of Anglican liturgy is good because they
regularly share Anglican responses at the beginning and end of worship. The themes are well
planned and contribute to the pupils’ understanding of the cycle of the Church’s year.
However, as yet, pupils are not involved in the planning and delivery of worship. Acts of
worship relate to pupils’ own experience of life. For instance, in an act of worship focusing on
the miracle of the paralysed man, the candle was lit and pupils were invited to think about the
man’s friends and the obstacles they faced. This was followed by prayers related to
challenges faced by pupils which offered them good opportunities for spiritual development.
Pupils display a good understanding of a variety of worship styles because of the links with
the local church team. Pupils understand worship as an important part of the day when they
can talk about their worries and then say a prayer. Consequently pupils feel valued as a
unique individual loved by God. One boy said, ‘That’s what we do in our school, we say our
worries and then we say a prayer’. Pupils look forward to the vicar leading worship, and they
said he makes it fun for everyone to join in.

The effectiveness of the leadership and management of the school as a church school
is good
The Head Teacher’s well articulated vision ‘to make the school a hub for Christian activity’
has enabled it to grow into a school where Christian teaching underpins everything that
contributes to nurturing the Christian faith in its pupils. It also provides good support for pupils
well being and understanding of other faiths. The good partnership with the church, the
parents, and the community creates a warm welcoming Christian ethos that ensures
everyone feels valued and cared for. The Head Teacher and the governing body are clear
about the meaning of a Church. Since the last inspection the school’s Christian character has
been made more explicit in key documentation, including the school website. There is a
commitment from the governing body to lead a Christian school. However, they have not yet
had a shared ownership of Church school self evaluation procedures. Leadership of R.E. is
currently in a transitory stage and this has impacted on the monitoring and assessment
procedures. From observing lessons and looking at examples of work from pupils across the
school, it is evident that the RE curriculum contributes to pupils’ social, moral, cultural, and
spiritual development but standards are not yet meeting national expectations. Links with
Christianity are beginning to be made when teaching other faiths In one lesson observed,
pupils were asked to link the Christian symbol of light with the Jewish custom of lighting the
Menorah which encourages pupils to compare common concepts (that is, the concept of
light) found in different religions.

Christ Church Church of England Academy
Brockman Road,
Folkestone, CT20 1DJ