Kentmere Primary Academy

Highlights from Latest Inspection

Outcome

Kentmere Primary Academy continues to be an outstanding school.

The headteacher of this school is Nicola Howard. This school is part of Watergove 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 Moorhouse, and overseen by a board of trustees, chaired by Gary Walczak.

What is it like to attend this school?

Pupils thrive at this warm and welcoming school. They love coming to school early each day and they engage in learning from the outset. Pupils described their teachers and peers as 'kind' and 'caring'.

They were unanimous in the view that they feel safe and happy in sc...hool.

The school is highly ambitious for each and every pupil, including pupils with special educational needs and/or disabilities (SEND). Pupils readily rise to meet the incredibly high expectations that the school has for them.

They are enthusiastic and motivated. Pupils achieve exceptionally well across the curriculum.

Pupils' behaviour is exemplary.

The school's golden rules of being ready, respectful and safe are well understood and enacted by all, including children in the early years.

The school has created a strong sense of community. For example, pupils and their families benefit from learning together about important topics such as how to keep safe online.

Pupils flourish as a result of the school's steadfast commitment to supporting their wider personal development. They hone their talents through the praiseworthy extra-curricular offer available to them, which includes a wide variety of clubs and visits. For example, the choir has performed at a local theatre and many younger pupils represented the school in an athletics competition.

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

The school has an extremely ambitious and well-established curriculum. It strives to continuously renew and refine the curriculum to ensure that it is relevant and meets the changing needs of pupils. The school has meticulously identified the core knowledge that pupils need to know to be fully prepared for their next stages of education.

This begins in the early years where children build secure foundations for their future learning. The vast majority of pupils achieve highly at each stage of their learning across the school.

Teachers have expert subject knowledge and they explain concepts with enthusiasm and clarity.

They design learning activities that focus precisely on the knowledge that pupils need to learn. Teachers use assessment particularly well to swiftly address any gaps in knowledge that pupils may have. For example, teachers take advantage of opportunities to provide support for those pupils who need to further practise the knowledge and skills learned previously.

Pupils with SEND are identified sensitively and quickly. Staff are highly attuned to the specific needs of individual pupils. They are provided with the information and training that they need to make highly effective adaptations to their delivery of the curriculum.

Staff work seamlessly together to ensure that pupils with SEND make excellent progress through the curriculum and participate fully in school life.

From the start of the early years, children benefit from an expertly implemented phonics programme. Skilled staff quickly identify those pupils who find reading more difficult and provide effective support so that they keep up with their peers.

Pupils learn to read accurately and with confidence. Parents and carers said that they value the information sessions that they receive to help pupils with their reading at home.

The school has unstintingly high expectations for pupils to read often.

Reading is embedded throughout school life. Pupils enjoy reading from the diverse selection of books in the well-stocked library and in their classrooms. Pupils take enormous pride in the rewards that they receive for their efforts in reading.

The school's approach to supporting pupils' wider development is exceptional. Pupils learn a wealth of important information that prepares them well for life in modern Britain. For example, pupils spoke in depth about fire prevention, road safety and how to keep healthy.

Pupils fully understand the differences between people and the importance of equity. This is reflected in the high levels of respect that they show for one another.

Pupils, including those who are disadvantaged, have a multitude of opportunities to develop their interests.

For example, pupils have embraced opera, taken part in a mock trial and won several sporting competitions, including some specifically for pupils with SEND. Pupils with leadership positions regularly present their ideas, in assembly and to members of the governing body, about how to make the school even better.

Most pupils attend school well.

The school is committed to maximising pupils' participation in all that it has to offer. For example, the school day is carefully designed to meet the needs of pupils and their families so that they can attend on time and take part in after- school activities. Pupils are proud of their school and they described their experiences with eloquence and joy.

Governors and trustees have the knowledge and expertise to provide effective support and challenge to the school. The trust, along with the school, has ensured that staff benefit from highly effective professional development. The school prioritises staff's workload and well-being.

For instance, staff really value the opportunities that they have to work collaboratively.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in January 2018.