|Name||Kensington Junior Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||05 December 2017|
|Address||St John’s Road, Ilkeston, Derbyshire, DE7 5PA|
|Religious Character||Does Not Apply|
|Number of Pupils||220 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.2|
|Percentage Free School Meals||24.1%|
|Percentage English is Not First Language||3.6%|
Information about this school
The school is slightly smaller than the average-sized primary school. The proportion of pupils who have SEN and/or disabilities is higher than average The proportion of pupils who speak English as an additional language is much lower than average. Most pupils are of white British heritage. The proportion of disadvantaged pupils is much higher than average The school does not meet requirements on the publication of information about the primary physical education (PE) and sport premium, the pupil premium, the SEN information report and key stage 2 results on its website. The school does not meet the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have not evaluated the work of the school with sufficient precision to allow them to plan for improvements in detail. This has hampered their efforts to successfully bring about improvements to teaching and outcomes. Leaders’ plans for improvement do not contain sufficient detail. Their actions are not closely enough linked to the priorities to ensure that school improvement is cohesive and rapid. Leaders’ tracking of the progress that pupils make does not provide the accurate information that teachers need to be able to plan lessons that match pupils’ levels of ability. Governors have not held leaders to account with sufficient rigour. The skills of middle leaders are underdeveloped. The impact they have on the quality of teaching and pupils’ outcomes is limited. Leaders do not manage the performance of teachers in detail. They do not use feedback well to improve the quality of teaching. The quality of teaching is variable across the school. Teachers do not use assessment well enough during lessons to provide pupils with work that will improve their knowledge and accelerate their progress. Teachers do not deepen pupils’ understanding, particularly their problem solving and reasoning skills in mathematics. Teachers do not make the learning explicit to pupils. Too often pupils do not know what they have to do to complete their work successfully. Outcomes for pupils have been too low. Boys have not achieved as well as girls in reading and writing. Pupils’ attitudes to learning are not consistently strong. Teachers do not engage pupils, particularly boys, sufficiently well in their learning. The school has the following strengths Pupils behave well in lessons and around school. They are polite to each other and adults. Leaders promote pupils’ spiritual, moral, social and cultural development well. The arrangements for safeguarding are fit for purpose. Pupils feel safe in school. Outcomes for pupils are improving. Pupils currently in school are making much stronger progress from their starting points.