Kehelland Village School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Kehelland Village School. They describe the school as friendly and caring.

Pupils understand the school's motto and how this helps them to feel safe and happy at school.

Staff have high expectations of pupils' behaviour, both in and outside the classroom. Pupils behave well and are eager to learn.

Children in the early years settle to new routines quickly and follow instructions well. If pupils lose focus in lessons, staff ensure they return to learning quickly.

Pupils feel safe.

They value the positive relationships they have with staff. Pupils say that adults listen to them and support them with any worries. Parents ...and carers appreciate the care and attention that staff show to pupils.

Pupils develop their talents and interests through clubs such as gardening, cookery and sports. They value the opportunity to be ambassadors for the school values and members of the school council. They say these leadership roles make them feel proud and allow them to set a positive example to others.

What does the school do well and what does it need to do better?

The school has high expectations for what all pupils can achieve. An ambitious curriculum is in place that carefully considers what pupils need to know and when they need to know it, from the early years to Year 6.

The school makes learning to read a top priority.

Starting in Reception, a structured programme ensures that children learn about phonics in an effective sequence. Staff make routine checks on the sounds that pupils learn. They provide effective support to pupils who find reading more difficult.

This enables pupils to keep up. The books that pupils read match the sounds they know. As they move through the school, pupils read widely and develop a strong appreciation of the purposes and joys of reading.

The mathematics curriculum is designed and sequenced well. Teachers develop pupils' mathematical understanding effectively. They explain new concepts clearly and model mathematical vocabulary well.

As a result, younger pupils develop a secure understanding of number facts. Older pupils build on this knowledge well to explain their thinking and tackle more complex concepts, such as when solving problems involving fractions.

In most subjects, teachers routinely check on how well pupils are following the curriculum.

They use this information to address any gaps in pupils' knowledge. As a result, pupils build their knowledge well over time. However, in some wider curriculum subjects, such as music, the checks that teachers make are less effective.

Pupils struggle to recall important musical vocabulary and make links to what they have learned before. This slows the progress that some pupils make.The school is ambitious for what pupils with special educational needs and/or disabilities (SEND) can achieve.

Staff know these pupils well. They identify their needs accurately and adapt lessons and resources to meet individual needs. The school works closely with external agencies to ensure that pupils with SEND receive the help they need.

The school has calm, nurturing spaces where individuals and groups receive extra support. Pupils with SEND learn the same curriculum as their peers.

Pupils have positive attitudes to learning.

In the early years, children take turns and play well together. The school prioritises pupils' attendance. It tracks absence closely and intervenes early to stop pupils having too much time off.

As a result, attendance has improved, and pupils now attend school regularly.

The school promotes pupils' personal development well through the curriculum and wider opportunities. Pupils talk confidently about protected characteristics.

They know why it is important to treat everyone equally. They have a good understanding of fundamental British values such as democracy. Pupils develop their character by taking part in residential visits.

Trustees have an accurate view of the school's strengths and priorities for improvement. Local governors have a clear understanding of their role. There are robust procedures in place, enabling trustees and local governors to provide appropriate support and challenge to school leaders.

Staff are proud to work at the school. They value the support they receive, particularly with regards to their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not check well enough on what pupils know and remember. As a result, pupils have gaps in their knowledge. The trust needs to ensure that, in all subjects, pupils build knowledge securely over time.