Kempsey Primary School

Highlights from Latest Inspection

Outcome

Kempsey Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher is Bryony Baynes. This school is part of the Hanley and Upton Educational Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Stow, and overseen by a board of trustees, chaired by Tim Sinden.

What is it like to attend this school?

Kempsey Primary is a highly inclusive school where everyone is valued. Pupils understand and follow the school's six 'character traits', which include respect and resilience. Pupils say these traits help them focus on how to d...evelop positively as young people.

Adults have high expectations that all pupils will achieve their potential. Pupils are successful in their learning. They achieve well.

Pupils feel safe and say they are happy in school.

There is a purposeful atmosphere around the school. Pupils focus on their learning well and work hard.

Teachers speak calmly with any pupil who loses concentration and offer support to help them regain focus. During social times, pupils mix with others in a calm and orderly manner. Pupils know who to talk to about any concerns they have.

The school places a strong emphasis on pupils' personal development, including their mental health and well-being. Pupils say they like the wide range of leadership roles they are given such as book buddies, sports leaders and members of the pupil parliament. These roles help pupils understand how to be responsible and make decisions.

Pupils speak positively about 'Active 10' each morning. They regularly take part in enrichment activities such as jam coding, choir and crochet.

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

The school has designed a highly ambitious curriculum for all pupils.

As a result, by the end of key stage 2, pupils achieve well, particularly in reading and writing. Pupils show high levels of confidence when talking about their learning and achievements. This is a strength of the school.

In all classes, including the early years, positive relationships between teachers, pupils and parents help pupils to be confident and happy. Children in the early years have an extremely strong start to their school life. Leaders encourage children to learn more and to develop a curiosity about the world.

Children and teachers make the most of the special environment they have created.

The school successfully identifies the key knowledge pupils need to succeed across subject areas. Teachers present new subject matter clearly to pupils and use questions effectively to check that pupils know and remember previous learning.

However, sometimes learning is not adapted sufficiently well to reflect pupils' needs or build on their previous learning. Pupils do not routinely have the opportunity to deepen their knowledge and key skills in some subjects. This can limit how well pupils make progress through the curriculum.

The school quickly identifies pupils with special educational needs and/or disabilities. Teachers use key information effectively to adapt their teaching to meet those needs. This ensures that pupils access the same ambitious curriculum as their peers.

The school has developed strategies to support pupils who are not confident readers. Specialist teaching rapidly addresses weaknesses in pupils' phonics, grammar and comprehension. However, not all pupils read widely and regularly in school and at home.

Some pupils do not take the opportunities to develop and extend their reading. The school continues to seek ways to develop pupils' wider reading and engage parents in supporting their children to read.

School attendance is exceptionally positive.

The school takes decisive action to support the small number of pupils who are absent. Pupils demonstrate respect for each other during breaktime and lunchtime. They speak enthusiastically about the activities in the playground.

These help pupils play together in different year groups and take part in new games.

The provision for pupils' personal development is a strength of this school. Pupils' well-being is at the forefront of the school's vision.

The personal, social, health and economic curriculum is well-designed and sequenced. Pupils learn about topics including healthy relationships and online safety. This prepares them well for the next stages of their lives.

Pupils take part in local and national sporting and musical events, as well as hosting the monthly 'Kempsey café' to welcome parents and grandparents into school. Pupils also spend time in a local care home, reading to and talking with the residents about their achievements. Pupils appreciate trips and visits which enhance the curriculum, including the Year 6 residential each autumn.

All leaders, including those responsible for governance, know this school well. They understand how the local context impacts pupils' learning and attendance. The school effectively reviews and develops all aspects of its provision, including teaching, the curriculum and pupils' well-being, with a strong focus on safeguarding.

Trustees and governors support and hold the school to account for the decisions taken. The school has implemented a well-thought-out professional development programme, which staff appreciate. The school consults staff well on policy changes and carefully considers their workload, which staff appreciate.

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 consistently ensure pupils receive the guidance they need to move their learning on. On occasion, some pupils who need extra help do not benefit from the support they need.

Other pupils who are ready to be provided with more demanding work do not necessarily receive it. The school should ensure that teachers consistently adapt their teaching so they can move pupils' learning on at the most appropriate point. ? The school develops opportunities for wider reading in school.

However, some pupils do not read widely and regularly enough. This means that some pupils do not take every opportunity to develop and extend their reading and understanding of what they are reading. The school should continue to embed wider reading opportunities and engage with all pupils and parents to ensure pupils read regularly.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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