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Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

Barming Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

Have a fabulous Summer everyone and stay safe. Good luck on the next part of your journey Year 6!
Welcome to BarmingPrimary School
Barming Primary School is a 2 form entry primary school on the outskirts of Maidstone. It is a co-educational school for children aged 4 to 11 years old. There are currently 403 children on role.
A Message from the Head of School
Barming Primary School has so much to offer. Everyone is welcome and children are encouraged to flourish and achieve their goals. Come and find out what we are all about!
Orchard Academy Trust
Barming Primary School is an Academy and is part of the Orchard Trust family of schools. The Trust currently consists of Allington Primary School and Barming Primary School.

Last Week's Attendance:

  • Reception 96.4%
  • Year 1 97.7%
  • Year 2 95.5%
  • Year 3 97.3%
  • Year 4 98.2%
  • Year 5 97.3%
  • Year 6 97.6%
  • Whole School - 97.2%

School Development Plan

The leadership team have been extremely busy finalising the Barming School Development Plan (SDP), which we are ready to share the headlines with you below.



Barming Primary School
School Development Plan 2017 – 2018



Key Area 1- Effectiveness of Leadership and Management


  • To ensure that the Governing Body are appropriately skilled and critically challenging to drive school improvement.
  • Strengthen leadership of English and Mathematics so that they have a good understanding of the overall effectiveness of their subjects being taught throughout the school.
  • Strengthen subject leadership so that the curriculum planning supports the progress of all pupils.
  • Establish the senior leadership team and ensure roles and responsibilities are clearly defined.
  • To ensure the vision statement is fully integrated across the trust.
  • Communicate more effectively with all stakeholders.
  • Promote a positive image of Barming Primary School within the community.


Key Area 2- Quality of Teaching, Learning and Assessment


  • To ensure that the curriculum is engaging pupils and stimulating for teaching and learning opportunities. Maximises use of outside space and incorporates ‘Forest School’ styled learning/activities.
  • To ensure all teaching is at least ‘good’ and 24% is ‘outstanding’.
  • TAs deployed effectively to support teaching and learning, interventions as well as ensuring quality communication with class teacher or relevant agencies.
  • To ensure assessment is accurate and all year groups are working towards 80% of children working at the ‘expected standard’.
  • To ensure most able children are being pushed in order to achieve ‘greater depth’.
  • To ensure the data tracking system in place is robust.


Key Area 3Personal Development, Behaviour and Welfare


  • To ensure that the engagement of children is monitored consistently.
  • Improve levels of attendance focusing on improving attendance for Pupil Premium children.
  • Ensure procedures are fully in place to deal with undesirable behaviour and these behaviours are tracked and analysed appropriately.
  • Effective communication with parents in order to limit escalation of undesirable behaviours.
  • Improve behaviour during assembly times.
  • Implement ‘circle time’ opportunities in order to allow children to discuss and explore issues, concerns or worries.
  • Improve safety of site by securing perimeter fence.


Key Area 4- Outcomes for Pupils


  • Ensure progress/attainment data is consistent between classes and year groups.
  • Ensure increase in the % of children (at the end of KS1 / KS2) achieving the expected standard and greater depth in writing.
  • Ensure increase in the % of children in KS1 achieving greater depth in Maths.
  • Ensure increase in the % of children in KS2 achieving greater depth in Reading.
  • Ensure increase in the % of children in KS2 achieving the expected standard and greater depth in Writing.
  • Ensure increase in the % of children in KS2 achieving the expected standard and greater depth in Maths.
  • Ensure increase in the % of children in KS2 achieving combined in reading, writing and mathematics.
  • Ensure all outcomes are in line or better than National expectations.
  • To ensure vulnerable groups are diminishing the difference.


Key Area 5 – Effectiveness of the Early Years Provision: Quality and Standards


  • Ensure consistency of progress/attainment between both classrooms is better than National expectations / previous year’s data.
  • Ensure good EYFS provision in all areas of the Early Learning Goals.
  • Continue to develop the outdoor learning environment and make the most of ‘Forest School’ styled learning.
  • Promote EYFS techniques and styles through KS1.
  • Ensure all adults in the EYFS know how to record meaningful notes for assessment.
  • Ensure smooth transitions at the beginning and end of the year.