Kents Hill Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
348
AGES
7 - 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
0845 603 2200

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
(27/06/2023)
Full Report - All Reports
49%
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)
Kents Hill Road
Benfleet
SS7 5PS
01268792133

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection and continues to improve. You took over the role of headteacher in June 2016, following your promotion from deputy headteacher. You have wasted no time in communicating a clear plan for everyone to succeed. You have successfully focused on maintaining and improving the quality of education so that pupils can progress both personally and academically. Currently, you are building a strong leadership team and are ably supported by your two assistant headteachers. Staff are proud to work at Kents Hill Junior school. One comment typified the ethos of the school well, ‘All members of the school community support each other to ensure pupils’ well-being and progress is at the centre of everything we do.’ I was impressed by the wealth of good-quality displays around the school that demonstrate pupils’ achievements. Pupils enjoy spending time with their favourite books in your recently introduced reading garden. Since the previous inspection, leaders have rightly focused on ensuring that the quality of teaching is at least good throughout the school, and you have continued and brought added momentum. Evidence from your own monitoring, work in pupils’ exercise books and assessment information confirm that this is the case, particularly in writing and in mathematics. I also saw evidence of the most able pupils being challenged appropriately in their learning in mathematics, for example. Pupils enjoy the opportunities to learn a variety of subjects through the interesting short courses you provide as part of their curriculum provision. Subjects such as computing, music and Spanish are taught through these half-termly courses. The quality of pupils’ work in the computer programming short course is impressive. One parent commented that her child ‘enjoys the variety of the short courses and the friendly ethos of the school’. Pupils conduct themselves well around the school. Your behaviour records show that pupils’ good behaviour and positive attitudes to learning are consistently the norm. Pupils understand and willingly follow the high expectations that you and your staff set. Many pupils spoke positively with me about the ‘learning zones’ and how they work. They are very proud of the many rewards they receive for good behaviour and demonstrate strong, positive attitudes towards their learning. Your records show that the number of incidents where your high standards of behaviour are not met are diminishing over time. You are held to account very well by an enthusiastic and dedicated governing body. They are ably led by an experienced chair of governors. Governors are skilled, supportive and challenging of the school’s work. They visit frequently to check that pupils have the opportunity to make as much progress as possible. Minutes of meetings demonstrate that governors ask relevant questions and have a clear understanding of the standard of education that you provide. Most parents who responded to the online questionnaire agree that their children are happy and well looked after. However, parents have more mixed views about how well leaders respond to their concerns. Many are appreciative, and one comment expressed the sentiments of a number of parental responses to the freetext service: ‘I believe the current headteacher has worked hard to improve the school.’ Leaders and governors recognise that there is still more work to do to communicate effectively with parents so that more understand the highly positive work of the school. Safeguarding is effective. You place the highest priority on keeping pupils safe and providing strong pastoral care for them. All staff who responded to their online questionnaire agreed that pupils are kept safe. Pupils spoken with, and most of those who responded to their questionnaire, could identify a trusted adult whom they would speak with in school if they were worried. As safety is one of your school values, pupils are rewarded for looking after themselves and others in a safe environment. Leaders, including governors, have ensured that safeguarding arrangements are fit for purpose. Meticulous records are organised consistently and effectively. Governors regularly check that safeguarding and child protection practice in school is rigorous. Policies for safeguarding and child protection have been updated and are in line with current guidance from the department for education. Staff and governors receive good-quality safeguarding training, with leaders providing additional relevant information through staff meetings. Leaders review practices annually and ensure that clear action plans are followed so that all staff remain up to date. Parents’ views are mixed regarding how well leaders deal with issues of bullying in school. Inspection evidence showed little evidence that these concerns are well founded. I examined the records that leaders keep regarding issues of behaviour and potential bullying, and this evidence confirms that leaders deal effectively with any reported incidents of bullying. Inspection findings My first line of enquiry was to consider how well pupils progress in reading. This was because in 2016, the progress pupils made in reading was below the national average. In 2015, pupils’ progress in reading, although in line with the national average, was below the progress they made in writing and mathematics. At the start of this academic year you rightly identified the need to improve the progress pupils make in reading. You have successfully changed the way reading is taught, and pupils now receive regular lessons to improve their comprehension skills. Year 6 pupils are on track to achieve well in their tests this year. Pupils read well. You have placed a great deal of emphasis on improving pupils’ enjoyment of reading. The recently developed reading garden has been welcomed by pupils and parents. Pupils who read to me during the inspection were fluent and used expression and intonation effectively. Younger pupils are still using their knowledge of sounds to help them when they come across unfamiliar words. You recognise that some aspects of reading are not yet as secure, and you continue to develop the reading bands further. You are also introducing a wider range of texts for your younger readers. Another area I considered was the progress that girls make in mathematics. This was because in 2016, the progress that girls made in mathematics was less strong than that of the boys by the end of Year 6. In many year groups you are focusing on the progress that boys make, to ensure that there is no gender issue in pupils’ achievement. Evidence from pupils’ mathematics books demonstrates that boys and girls make similarly strong progress in mathematics across the school. You carefully monitor the progress that each pupil makes so that you keep a close check on any pupil who may fall behind. Your in-school information, together with pupils’ work in their exercise books, demonstrates that pupils make good progress in mathematics. The feedback that teachers provide, both verbally and in written form, is precise and helps pupils of all abilities make the progress of which they are capable.

Kents Hill Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>34, "disagree"=>14, "strongly_disagree"=>10, "dont_know"=>3} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>41, "disagree"=>9, "strongly_disagree"=>10, "dont_know"=>2} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>51, "disagree"=>14, "strongly_disagree"=>5, "dont_know"=>7} UNLOCK Figures based on 104 responses up to 19-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>60, "strongly_agree"=>5, "agree"=>12, "disagree"=>15, "strongly_disagree"=>7, "dont_know"=>2} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>52, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 104 responses up to 19-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>13, "strongly_agree"=>32, "agree"=>18, "disagree"=>21, "strongly_disagree"=>14, "dont_know"=>2} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>17, "agree"=>23, "disagree"=>23, "strongly_disagree"=>30, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>51, "disagree"=>13, "strongly_disagree"=>2, "dont_know"=>9} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>43, "disagree"=>15, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>42, "disagree"=>20, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>54, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>34, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 104 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>30, "disagree"=>19, "strongly_disagree"=>13, "dont_know"=>10} UNLOCK Figures based on 104 responses up to 19-07-2023
Yes No {"yes"=>62, "no"=>38} UNLOCK Figures based on 104 responses up to 19-07-2023

Responses taken from Ofsted Parent View

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