Kemsley Primary Academy

Highlights from Latest Inspection

Outcome

Kemsley Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Iris Homer. The school is part of REAch 2 Academy 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), Cathie Paine, and overseen by a board of trustees, chaired by Gavin Robert.

What is it like to attend this school?

Pupils enjoy attending this friendly school. Pupils enact the school's values of exploration and positivity. They behave well and form trusting relationships with one another.

Older pupils play imaginative games with ...younger pupils at playtime. They show empathy towards one another, creating an atmosphere where everyone feels included. Pupils take on opportunities to lead projects across the school.

For example, pupils elected to eco-council encourage others to recycle within the school. Pupils are safe. They are confident that if they have a worry, they can speak with a member of staff who they trust will resolve it.

One pupil echoed the views of many when they said, 'Teachers are always there for you when you need help.'

The school has high expectations for all pupils. Children in the early years settle quickly into life at school.

They explore what they learn through a range of well-constructed activities. Pupils achieve well across a broad range of subjects. They produce high-quality work that adorns the corridors.

They delight in sharing what they learn in school with their parents and carers. The school prepares pupils for their transition to secondary school well. For example, they meet and compete with pupils from schools in the locality.

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

The school provides a curriculum that matches the needs and interests of pupils well. The progression of knowledge is mapped out clearly. This ensures that teachers are clear about what to teach and when.

Teachers receive training that refines the way they teach. Trust leaders and governors work closely with the school. They help school leaders to identify and act upon improvements needed.

Leaders support teachers to manage their workload effectively. They provide guidance to teachers that helps them to manage their time in class well.

Pupils gain a broad range of knowledge and skills across the curriculum.

Children in the early years develop a love of stories. They learn through a range of well-planned activities. Pupils develop their reading skills confidently.

Teachers support pupils who have fallen behind in their reading to catch up quickly. Pupils read widely and often. They apply the knowledge they have learned in reading when writing.

They produce high-quality written work across the curriculum. Older pupils use their mathematical knowledge across the wider curriculum well. For example, they use graphs in science and draw on their knowledge of time in history.

However, the knowledge and recall of multiplication facts is not secure for some older pupils. The school is aware of what needs to be done to address this.

Teachers use a wide range of strategies to ensure that pupils learn well.

They use questioning to check what pupils know. They model the new vocabulary being taught to help pupils to articulate their thinking. Teachers provide opportunities for pupils to draw on what they have learned before.

This helps pupils to connect what they already know to what they learn. Teachers identify the needs of pupils with special educational needs and/or disabilities (SEND) broadly well. The school has recently introduced guidance for teachers in how to best support pupils.

However, as this is in its early stages, some pupils with SEND do not achieve as well as they could in all subjects.

Pupils behave well in class. The school has refined its approach to behaviour management in the last year.

As a result, the behaviour of pupils who previously struggled to behave well has improved. Pupils know the rules and routines that are in place, and follow them. The school proactively supports families of children whose attendance is low.

As such, attendance has also improved in the last year.

The school provides a wide range of opportunities that go beyond the curriculum. The trust's initiative of 'eleven before eleven' ensures that all pupils gain a breadth of cultural experiences.

For example, pupils undertake visits to local historic sites and share fish and chips on the beach. This is particularly beneficial for disadvantaged pupils who might have limited experience in travelling beyond their locality. Pupils attend a wide range of clubs and activities.

These help to develop pupils' interests and talents well. Pupils learn about current news stories in assembly. Visitors to the school help them to learn about diversity and disability.

This prepares pupils to understand what it is like to grow up in modern Britain. As a result, pupils learn to be compassionate and develop an understanding of the wider world.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not fully implement the strategies to adapt their delivery of the curriculum to meet the needs of pupils with SEND. This means that some pupils with SEND do not achieve as well as they could. The school should embed strategies so that all pupils are supported to make progress through the curriculum.

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 second ungraded inspection since we judged the school to be good for overall effectiveness in February 2015.