|Name||Kettering Park Junior Academy|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||12 July 2016|
|Address||Wood Street, Kettering, Northamptonshire, NN16 9SE|
|Religious Character||Does Not Apply|
|Number of Pupils||353 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.1|
|Percentage Free School Meals||14.7%|
|Percentage English is Not First Language||22.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is larger than the average-sized primary school. The proportion of disadvantaged pupils supported by the pupil premium grant (additional government funding for pupils who are known to be eligible for free school meals and those looked after by the local authority) is slightly below average. The proportion of pupils who have special educational needs and/or disabilities is below average. Most pupils at the school are of White British heritage. The proportion of pupils who represent minority ethnic groups is slightly less than average, as is the proportion of pupils who speak English as an additional language. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress of pupils by the end of Year 6. The two previous section 5 inspections of this school, in May 2014 and February 2013, both judged the school to require improvement. The school has received support from the local authority since the last inspection. This support initially was focused on staffing issues and has been concentrated on school improvement since January 2016. The governing body has registered interest in joining a multi-academy trust. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is an inadequate school Since the last two section 5 inspections, when the school was found to require improvement, leaders and managers have not brought about sustained improvements. Pupils continue to underachieve across the school. Wide gaps in achievement persist between disadvantaged pupils and others, and between pupils who have special educational needs and/or disability and others. Teachers are not using assessments well enough to ensure that pupils make the progress of which they are capable. Some pupils frequently find work in lessons too easy while others do not receive the help they need when they are stuck. Pupils are often distracted from their work because their teachers do not have high expectations for what pupils can achieve and how pupils should behave. The school has the following strengths The new headteacher, appointed in January 2016, has an accurate view of the strengths and areas for improvement of the school. She has acted swiftly to introduce new systems for assessment that have started to improve the quality of teaching. Leaders ensure that the personal development and welfare of pupils is good. Pupils feel safe and are kept safe.