Kersey Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school and being part of the 'Kersey family'. They have many opportunities to become more confident and resilient. For example, all pupils are practising music or reciting poetry as part of the school's 150th anniversary celebrations.

They form positive friendships and show respect to others. Pupils thrive as part of a caring community.

High expectations support pupils to do their best.

They study an ambitious curriculum that ensures they achieve well. Pupils take responsibility for their own learning by working independently to complete tasks. Behaviour is exemplary.

Pupils enjoy learning. As a result, incidents of low-leve...l disruption are extremely rare.

Pupils have many opportunities to develop their leadership skills and influence school decisions.

For example, the worship, eco and learning councils meet frequently to improve life in school. Older pupils are reading buddies for younger pupils. Pupils meet regularly with people from the local community.

These include the parish council, armed forces and the local Member of Parliament.

Many pupils attend creative and academic clubs to develop their interests and talents. These include music, choir and computing clubs.

Pupils enjoy entering a range of competitions, such as garden design and sports events. Visits to farms, agricultural shows and the Science Museum help bring what pupils are learning to life. This greatly enhances pupils' learning experiences.

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

The school is well led and managed. Leaders have put in place a well-designed and ambitious curriculum for all pupils. For each subject, it is clear what pupils will learn and how they will build their knowledge and skills over time.

Leaders have considered the implications of mixed year group classes. This has influenced the delivery of the curriculum. In English, mathematics and science pupils are achieving well.

However, in some other subject areas the planned content is not delivered as well as it could be. Teachers do not routinely check what pupils know and can do. When this happens, pupils do not achieve as well as they could.

The school has effective systems in place to identify the needs of pupils with special educational needs and/or disabilities (SEND) swiftly and accurately. Staff adapt lesson activities to ensure pupils with SEND successfully learn the same ambitious curriculum as their peers.

Pupils enjoy reading.

The school's ambition for every pupil to develop a love of reading begins when pupils start school. Staff are experts in delivering phonics. Some older pupils who have not had access to this reading curriculum from the start of their time in school are not yet fluent and confident readers.

The current reading curriculum is not yet sufficiently established. This means pupils' knowledge of different types of books and authors varies because this part of the curriculum is not planned in enough detail.

Children in the early years follow a well-planned curriculum.

Leaders have prioritised developing strong foundations in reading, communication, language and number. There are clear routines that children understand and follow. Staff prioritise care and planning appropriate and meaningful activities.

This ensures children enjoy their learning and develop the basic skills in preparation for more complex tasks. Consequently, children are well prepared for Year 1.

Leaders have high expectations for pupils' behaviour.

Staff and pupils consistently follow these. When needed, staff work effectively with pupils who require support to make the right behaviour choices and manage their emotions. As a result, pupils understand what is expected and behave well.

The school checks pupils' attendance carefully. Robust systems are in place to identify and remove the barriers causing absence. This includes providing effective support for families and working with external agencies.

As a result, pupils' attendance is high.

Leaders provide an extensive curriculum for pupils' personal development. The range of opportunities available and take-up by pupils is exceptionally high.

Pupils learn life skills, such as keeping safe, collaborating with others and the importance of democracy. This occurs because lessons, clubs and trips are planned to complement each other. For example, talking to local farmers helps pupils understand their science lesson topic of the life cycle of animals.

The importance of understanding and being part of the local community is a high priority. The school's inclusive approach ensures all pupils take part in many varied activities. Pupils learn tolerance and respect and develop an awareness of other cultures.

Staff at the school feel valued and supported. Leaders care about staff well-being. Staff appreciate the training opportunities provided by the school and the trust.

Governors and the trust are ambitious for the school to succeed. Effective action has been taken to improve the school. They complete regular checks and ask questions about key areas of the school's work, such as the quality of education and safeguarding.

This ensures school leaders receive effective support and challenge.

The school engages well with parents and carers. Parents are extremely positive about the education, nurture and wider support that pupils receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of the curriculum, teachers do not always check what pupils have learned routinely. When this is the case, teachers do not plan learning that helps pupils build on what they already know.

This means pupils are not able to apply what they know to more complex tasks. As a result, pupils do not achieve as well as they could. The school should ensure teachers use assessment effectively in all curriculum areas to check if pupils can use their knowledge and skills as intended.

• The opportunity to read a wide variety of books is not sufficiently well planned. This means pupils do not always develop their awareness of different types of books and authors. Strengthening the curriculum to ensure a range of books are included will allow pupils to read more widely and help them to become more fluent and confident readers.