Brenchley and Matfield Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
196
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
03000 41 21 21

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(15/11/2018)
Full Report - All Reports
65%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Market Heath
Brenchley
Tonbridge
TN12 7NY
01892722929

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You have an ambitious vision and strong commitment to ensuring that pupils receive a well-rounded education. With the executive headteacher, you have carefully considered the best staffing structure and curriculum that will deliver this. Effective professional development is central to building this vision. You work effectively both within the trust, the locality and beyond to ensure that leaders and teachers continue to develop the skills they need to deliver your aspirations for the pupils. There have been several changes in staffing, including in leadership roles, and you consistently invest the time and resources needed to support staff development. As a result, staff are confident, morale is high and the actions you are taking to drive forward the school are having a positive impact. Pupils enjoy coming to school. Attendance levels are high. They value their education and the supportive relationships they build both with adults and their peers. Pupils explained how they are supported to make progress, telling me, ‘The learning is good, it really helps your confidence.’ Their confidence is further developed through the wide range of clubs on offer, and opportunities to represent the school in musical and sporting activities, which are available for everyone. During the inspection this focus on equality of opportunity was evident throughout the school. Pupils who have additional needs are supported in an individualised and creative way which ensures that they get what they need to make progress and grow in confidence. Parents value the family feel of the school and the way in which their children’s happiness and well-being are of central importance. Parents responding to the Ofsted survey, Parent View, repeatedly highlighted how happy their children were at school. Comments such as, ‘Not a day has gone past when they haven’t gone in happy to be going to school’ were typical of those received. One parent encapsulated the views of many, saying, ‘We are thrilled with the school.’ You have maintained the strengths identified at the previous inspection. Spiritual, moral, social and cultural education is at the heart of everything that happens in school. This is evident both in the displays and in the behaviour of pupils. Pupils are kind to each other and learn well together. They are well mannered and engaging. Pupils achieve well. In the 2018 national end-of-key-stage assessments in Year 6, the proportions of pupils who attained the expected standards in reading, writing and mathematics were similar to the national average. You have addressed the previous inspection issues. A focus on developing mathematics teaching has resulted in more problem-solving activities and opportunities for pupils to apply their knowledge. There remains some variability in levels of challenge for the most able mathematicians across the school. However, school information and work in pupils’ books demonstrate that progress is becoming stronger. Provision for the most able pupils is variable. Where it is most effective pupils can talk about their favourite authors and problem-solving strategies in mathematics with confidence and knowledge. Where it is less well developed, such as in writing in some year groups, the most able pupils do not have enough opportunities to write at length. Pupils do not systematically transfer what they are learning in their spelling, punctuation and grammar sessions to their written work. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. All necessary checks are in place when staff are appointed. All required training is completed. Processes have been reviewed by governors, who work effectively with school leaders to ensure that everything is as it should be. All parents who completed the Ofsted survey felt that pupils were safe at school. Pupils told me that they feel safe and trust in adults to keep them safe. They have regular opportunities to learn about how to keep themselves safe, for example through e-safety lessons. Inspection findings During the inspection we looked closely together at the provision for the most able pupils. In the 2018 national assessments at the end of Year 6, the proportion of pupils who attained at the higher standard was below the national average. Where provision is most effective, the most able pupils develop their reading skills well. Pupils in key stage 1 are able to make well-informed choices about their reading. For example, pupils were able to explain why they liked the wide range of Anthony Browne books they had read and what characterised him as an author. For some of the most able pupils this strength in reading is transferred to their writing. Where this is the case, pupils produce some evocative well-crafted writing using well-chosen vocabulary. However, there remains variability in provision for the most able pupils. In some year groups teachers’ questioning does not systematically stretch pupils and tasks do not meet pupils’ individual needs. Some books show that pupils do not do enough writing to develop their skills and that teachers’ expectations of spelling, punctuation and grammar are not consistently high enough. We also looked at the provision for mathematics across the school. Both school information and work in books indicate that pupils’ progress in mathematics is improving. Pupils enjoy mathematics, and there are some opportunities, notably in science, for them to apply their learning across the curriculum. Nevertheless, there are still some occasions when the most able pupils are not provided with enough challenge. The mathematics leader has developed a comprehensive action plan based on a range of analysis. She has used this to commission and deliver effective training for staff. As a result, staff are planning increased opportunities for pupils to explain and develop their mathematical thinking. Pupils told me that the opportunities to solve mathematical problems had increased and that this change had increased their confidence and supported their learning. We also looked at the standards of spelling, punctuation and grammar across the school. In the 2018 national assessments at the end of Year 6, the proportion of pupils who attained the expected standard was below the national average. Current standards of spelling, punctuation and grammar across the school are variable. Where expectations are high, pupils are taking responsibility for editing their work and are using their skills well. Pupils are now having specific spelling, punctuation and grammar lessons. However, pupils are not applying the punctuation rules they have learned consistently well enough. There are occasions where the basic skills of punctuation are not used in the writing of the most able pupils. Next steps for the school Leaders and those responsible for governance should ensure that: teachers further raise their expectations of pupils, particularly the most able, so that pupils are more appropriately challenged pupils have more opportunities to write, both regularly and at length pupils consistently apply their knowledge of spelling, punctuation and grammar to their written work.

Brenchley and Matfield Church of England Primary School Parent Reviews



Average Parent Rating

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“Warm and cosy... a great start for any child!”

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"> I recently visited Brenchley and Matfield CEP School and was very impressed with both the staff and the pupils who were friendly and polite and happy. The general atmosphere is warm and welcoming and the fact that they are starting a breakfast club means I can get to London on time in the morning without rushing. Small classes and great grounds. Definitely worth a look for anyone wanting a small, intimate village school for their little ones.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>39, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 114 responses up to 03-07-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>75, "strongly_agree"=>9, "agree"=>7, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>21, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 114 responses up to 03-07-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>23, "strongly_agree"=>54, "agree"=>19, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>28, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>11} UNLOCK Figures based on 18 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>49, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>35, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>40, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>28, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 114 responses up to 03-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>36, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 114 responses up to 03-07-2024
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 114 responses up to 03-07-2024

Responses taken from Ofsted Parent View

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