Kensington Primary Academy

Highlights from Latest Inspection

Outcome

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

The headteacher of this school is Helen Barnes.

This school is part of the Knowledge Schools Trust, a multi-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, Ian Hunter, and overseen by a board of trustees, chaired by Suzie Hobart. There is also a director of primary, Laura Lund, who is responsible for this school and others in the trust.

What is it like to attend this school?

Pupils flourish in this aspirational school. Staff work in very close partnership... with parents and carers and the community to deliver a positive experience for pupils. The school develops pupils' knowledge and confidence through a highly ambitious curriculum.

Pupils achieve well in their learning. This includes pupils who join the school at different times. Published outcomes are in line with or above the national average.

The school has high expectations for pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils are well prepared for the next stage of their education. They have strong attitudes to learning in their lessons.

They listen attentively and are highly motivated. However, on occasions during breaktimes, a few pupils do not adhere to the school's high expectations for behaviour and become overly boisterous.

Pupils feel safe and that there is always an adult to talk to if they need advice.

The school develops pupils' independence and character. Pupils rise to the school values and understand the importance of being 'kind', 'resilient', 'inclusive', 'scholarly' and 'inspired.' Pupils are offered leadership responsibilities.

These include being on the student council, a dining room volunteer, a reading buddy or a class ambassador. Pupils also appreciate the many clubs they can attend such as chess, choir, construction and football. Leaders ensure that all pupils can take part in these activities.

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

Leaders have designed an ambitious curriculum. This starts in the early years where staff expose pupils to a wide range of language-rich experiences. The curriculum is carefully sequenced so pupils' knowledge builds up step by step through the years.

Teachers ensure that pupils learn advanced vocabulary. For example, in history, Year 1 pupils use terms such as 'artefact', 'archaeologist', 'democracy' and 'civilisation'. This prepares them well for the older years when they analyse historical movements such as the fight for women's right to vote.

Pupils with SEND and pupils who speak English as an additional language are identified and supported well. For example, adults work with them in the classroom to develop their knowledge and independence. This means they can access the same ambitious curriculum as their peers.

Leaders have put in place effective staff training and guidance. As a result, teachers have strong subject knowledge. Teachers explain new subject content clearly.

They design activities which allow pupils to discuss their learning enthusiastically with each other. Teachers encourage pupils to connect their learning. For example, in mathematics, older pupils can explain which calculation methods they have studied previously.

They then use this knowledge to help them solve more complex equations. As a result, pupils achieve very well in the key stage 2 mathematics tests.

Teachers check pupils' learning regularly and address any misconceptions immediately.

On occasions, some pupils are not able to apply their knowledge and learning to independent tasks. This means they do not consistently show a greater depth in their understanding.

Reading is at the heart of the curriculum.

The teaching of phonics is exceptional. Any pupils who are struggling or have arrived new to the country are given extra support. This means that any gaps in their phonics knowledge are rapidly addressed.

The school exposes pupils to a rich range of diverse texts, which helps them improve their own writing.

The school has established an age-appropriate and well-thought-out programme to support pupils' personal development. Teachers explain sensitive topics, such as consent, with care.

Pupils are taught how to keep safe, including online. Pupils, including those in the early years, visit many places that enrich their understanding of the curriculum. For example, pupils visit theatres, museums and galleries.

The school promotes tolerance and respect for different beliefs, cultures and ways of life. Pupils visit different places of worship.

Leaders have robust systems for ensuring pupils attend school regularly and on time.

They work with families and other agencies to ensure pupils' welfare is carefully monitored. As a result, pupils' attendance is in line with the national average. The school is aware that some pupils who are persistently absent now need even more support to improve their attendance.

Staff are very positive about working at Kensington Primary Academy. They appreciate the many professional development opportunities on offer through the wider trust. Trustees and governors know the school well and fulfil their statutory responsibilities with diligence.

They hold leaders to account for the quality of provision but also consider staff well-being. Parents are positive about their child's experiences at school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, some pupils do not gain a deep enough understanding of what they have learned and are therefore not able to apply their knowledge successfully to more complex tasks. As a result, some pupils' work does not demonstrate the ambition of the highly aspirational and well-designed curriculum. The school needs to ensure that the implementation of the curriculum consistently enables pupils to gain knowledge at a greater depth and achieve the outcomes of which they are capable.

• At times, a few pupils struggle to regulate their behaviour outside the classroom. The school has introduced new strategies to improve the physical environment and promote positive conduct at breaktimes. The school needs to ensure that these changes have the required impact and secure improvements in pupils' behaviour during breaktimes.

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 outstanding 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 outstanding for overall effectiveness on October 2018.

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