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Kents Hill Infant Academy is a welcoming and inclusive school where pupils are happy.
Pupils enjoy coming to school. They feel safe in the nurturing environment that staff have created. They follow the school's rules, 'ready, respectful, safe,' which are built into everyday life.
The school has the same ambition for all pupils. Pupils enjoy learning because lessons are fun. This motivates them to do well.
Pupils are proud of their achievements. They wear the badges they get for doing well, with pride.
Pupils play happily together in the playground.
They are kind to each other. Pupils know that any unkindness or bullying, which is rare, will ...be dealt with quickly by teachers.
Pupils talk maturely about the law, rules and the school community.
They vote for classmates to represent them on the school council. Those on the school council are proud to have been selected.
Pupils, including those with special educational needs and/or disabilities (SEND), have opportunities to represent the school in various sporting activities locally.
There are clubs available to all pupils. These contribute towards developing pupils' various talents and enriching their extra-curricular experiences.
What does the school do well and what does it need to do better?
The school has developed a broad, balanced and ambitious curriculum that starts in the early years.
It is carefully considered from Nursery to Year 2, with clear guidance that supports teachers to help build pupils' knowledge over time. The school has provided staff with training in how to teach the curriculum. Consequently, teachers have the subject knowledge they need to teach the planned curriculum well.
However, teachers have not focused on ensuring pupils can communicate consistently well what they know through their writing in all areas of the curriculum. As a result, a few pupils cannot demonstrate what they have achieved in their written work.
The school ensures that reading is a high priority.
Staff are well trained. Staff make sure pupils read books that match the sounds they are learning. This helps pupils in the early stages of learning to read, and it helps those who are falling behind to quickly gain the knowledge they need to become confident readers.
Pupils rise to the challenge of reading regularly.
The school has recently adopted an agreed process of how learning is taught in lessons. The way lessons are structured helps pupils to remember more.
Pupils have the opportunity to revisit key knowledge, and new learning builds on what they already have learned. Teachers use careful questioning to check on what pupils know. The school checks pupils' work regularly.
This helps teachers to identify any gaps in pupils' learning, which are quickly addressed. Teachers use this information to put in place extra support to ensure that gaps in pupils' knowledge are narrowed.
Pupils with SEND access the same curriculum as their peers.
Leaders identify the needs of pupils with SEND so that their learning is well matched to pupils' needs. Some pupils access additional support, where the learning is broken down into smaller steps to ensure that they learn well. Others have additional activities that help them to settle and continue to access their learning.
In the early years, children are supported well to develop social interactions and make progress in their learning from the start. Adults plan activities that stimulate children's interests and provide meaningful opportunities to learn. Adults show children how to behave towards others, so they are polite to their peers, both in the early years and to others they meet in the school.
The positive relationships between staff and pupils create a strong basis for pupils' learning. Pupils are cooperative and keen to participate. In the main, pupils follow clear routines.
On occasions, in lessons, some pupils lose focus on their learning and, therefore, do not always follow teachers' high expectations of behaviour. Teachers re-engage pupils successfully so that they get back on track. Pupils' strong attendance reflects their positive attitudes to learning.
The school has implemented a well-planned programme for personal, social, health and economic education. Pupils learn about healthy difference, different faiths and tolerance of the beliefs of others. They remember what they have learned about fundamental British values, such as democracy and law.
They learn how to stay safe, for example through topics such as online safety and road safety. Pupils articulate the importance of staying safe.
Staff enjoy working at the school.
They appreciate that leaders are considerate regarding their well-being and workload. As a result, staff feel supported.
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 staff do not ensure pupils are able to effectively communicate what they have learned through their writing. The standard of a small number of pupils' writing is inconsistent and does not show what pupils know and remember. Leaders should ensure the quality and expectations of pupils' writing across the curriculum are consistently high, so pupils are able to successfully demonstrate what they have achieved in all subject areas.
