Kenley Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are generally happy at this school, though their experiences and love of learning vary. In the early years children get off to a secure start. They interact well with each other and enjoy their learning.

This was evident as children dressed up and performed to their peers.

The school strives for pupils to have ambition and to take responsibility for their choices. However, this is not implemented consistently across the school.

This means pupils' behaviour is not positive across some year groups. In the playground, pupils generally behave well. They enjoy the wide range of activities and making use of the climbing equipment with their friends.

...>The school makes sure that pupils have a trusted adult who they can go to should they have a concern.

The school has been through a period of significant change. The trust has taken an active role in supporting the school's development and leadership.

Much of the school's work is at the early stages of being implemented.

The school provides pupils with some enrichment opportunities where the community can come together, such as family fireworks and sponsored walks.

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

Pupils study a broad range of subjects.

Leaders have considered the key content and vocabulary that children should learn. In mathematics, pupils build a secure body of knowledge. For instance, pupils in Year 3 used appropriate resources to help them identify right angles in shapes.

Pupils across the school enjoy their computing lessons, learning to use code to create games. In early years, staff ensure that children learn all areas of learning effectively. However, the school's curricular aims are not securely implemented across all subjects.

Much of the school's curricular thinking has been recently developed. This means that pupils have gaps in their knowledge and understanding across subjects and year groups.

The consistency of teaching is variable which means that pupils do not build key subject skills over time deeply and securely.

This is particularly the case for pupils with special educational needs and/or disabilities (SEND). The school's expectations for the quality of pupils' work varies and is sometimes not to a high standard. Staff typically have secure subject knowledge which they use to question and support pupils.

Teachers check pupils can recall prior learning, although the precision of identifying and addressing gaps in pupils' learning is not routinely embedded. In 2023, pupils' outcomes in national tests were low in reading, writing and mathematics.

The school has placed a high priority on ensuring that all pupils learn to read.

Teachers check pupils' phonic understanding effectively. Pupils know their sounds, and most can blend effectively. Children in Reception demonstrated their phonic knowledge in their independent writing well.

Leaders have considered the core texts they want pupils to read. These books include a wide range of genre and support pupils to understand inclusivity in society. Reading development threads through the school, though some pupils are not actively encouraged to develop their independent reading.

Teachers do not securely meet the needs of all pupils with SEND. Over time, too many pupils' individual needs have not been met. The appropriate adaptations to pupils' learning are not securely in place.

This means that some pupils with SEND do not access the aims of the curriculum securely. The school has recently made positive actions to identify pupils' individual needs more accurately. This is beginning to help staff support pupils with SEND more closely and effectively.

Too many pupils' behaviour during this academic year has not been positive. Some pupils disrupt learning and take part in behaviour that does not match the school's expectations. This has led to an increase in the use of suspensions.

The school has worked to improve behaviour through new policies and procedures. However, pupils' behaviour and attitudes to learning still varies across the school. In early years, children follow routines well.

Staff encourage children to work independently. Leaders work closely with families to ensure improved attendance and punctuality.

Pupil leadership roles have been introduced this year.

Playground pals support younger pupils to play effectively at playtime. Other roles are not as developed but pupils are keen to carry out their responsibility and make an impact on the school community. There has been limited opportunities for curriculum enrichment.

Pupils enjoy the few trips they have been on.

The new leadership with support from the trust have accurately identified the priorities for school development. The trust has provided significant support to ensure that improvements have be made.

Some parents and carers have been critical of the school's working relationship with them. The trust and leaders are working with parents to improve these relationships.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the school's curricular aims are not securely in place across all subjects. This means that pupils have gaps in their subject-specific skills and do not produce work to a consistently high standard. The school should ensure that all staff have consistently high expectations of pupils' work and recall of key knowledge and skills across all subjects.

The needs of pupils with SEND are not consistently met. Learning for pupils with SEND is not routinely well adapted to their needs to help them to keep up with their peers. The school needs to make sure that all staff are knowledgeable and confident to meet the specific needs of pupils with SEND.

• Attitudes towards behaviour and learning are not consistent across the school. Pupils' low level disruption during lessons is not dealt with quickly which means pupils lose focus on their learning. The school must ensure that all staff manage behaviour consistently and build a positive attitude to learning in pupils.

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