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Kettering Park Infant Academy is a warm, friendly and inclusive school. Pupils get on well with each other and enjoy playing together.
New pupils often arrive. They are welcomed and settle in quickly.
The school has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND).
The vast majority of pupils behave well, both socially and in lessons. Learning is seldom disrupted. Staff help pupils who find it difficult to maintain focus in a busy classroom environment.
Pupils are attentive in lessons. They work hard and present their work to a high standard.
Bullying is rare.
Pupils trust s...taff to deal with it effectively.
Pupils in the 'Rainbow' room access a personalised curriculum for personal growth. They transition to mainstream classrooms when they are ready.
All pupils play together during social times and show kindness and empathy towards each other.
Pupils enjoy various trips and activities, such as the Reception Year trip to West Lodge Farm, and Year 2 Trip to Shepreth Wildlife Park. Pupils enjoyed the recent visit from the Air Ambulance team.
The majority of parents and carers are positive about the school. They value the care and support teachers provide for their children.
What does the school do well and what does it need to do better?
Pupils follow a broad and ambitious curriculum, which is carefully sequenced from Reception to Year 2.
The school has worked closely with staff from Kettering Park Junior Academy to ensure the curriculum builds on prior learning when pupils make the transition to Year 3. Teachers have strong subject knowledge. Staff make well-judged decisions about curriculum improvements for pupils.
Some of the school's curriculum is new. This means that it has not yet had time to be fully embedded and, in turn, have an impact on some pupils' outcomes, including in statutory assessments. In some subjects, the processes for monitoring the impact of the curriculum are less well developed.
This is a school that works hard to meet the needs of all pupils, no matter what their background or barriers in life. Pupils from disadvantaged backgrounds are supported well, and not just in the classroom. The school identifies pupils with SEND promptly.
Pupils with SEND in the 'Rainbow' provision are supported effectively to access a bespoke curriculum that meets their needs well. Guidance and advice from external agencies are sought when required. On occasions, pupils with SEND in other classrooms do not receive the precise support that they need.
Teachers use frequent recall activities to check and reinforce pupils' understanding. They provide clear explanations and examples. If pupils misunderstand something, teachers typically pick up on this quickly and correct it.
However, sometimes the tasks pupils complete and the resources that pupils use, do not fully match the intended learning for all pupils. As a result, there are times when pupils do not learn as much as they could.
Children in the Reception Year settle in quickly, helped by staff to swiftly follow the school's routines.
They engage well in both adult-led activities and in their own independent play. Children listen well and treat each other with respect. The curriculum in the early years has been well considered and prepares children for future learning.
Reading is at the heart of the curriculum. The school has ensured that all staff are skilled in delivering the school's phonics programme. Children in the early years make a strong start as readers.
Pupils read books that match the sounds they know. Throughout their time at school, pupils become confident and fluent readers. Reading is enriched through daily story time, poetry competitions, book fairs and author visits.
Children in Reception enjoyed the 'Gruffalo Adventure' and 'Gruffalo Crumble'. As a result, pupils throughout the school develop a love of reading.
The school works hard to encourage regular attendance.
Staff work in collaboration with families to help them to improve pupils' attendance. This work is starting to have a positive impact on improving attendance.
Personal development is a priority in this school.
Pupils take part in Children's Mental Health Week. They learn ways to manage their emotions and develop resilience. Pupils learn how to keep safe on learn and take part in workshops to navigate the internet safely during Safer Internet Day.
Pupils celebrate the religious and cultural festivals from other countries, for example Chinese New Year and Diwali. They enjoy theatrical experiences, such as the recent 'Beauty and the Beast' theatre company performance in school.
The school is acting at pace to introduce changes, which are having a positive impact.
However, some aspects of the school's work lack strategic oversight. Trustees and governors bring a wealth of knowledge and skills to this school, and they work extremely well together. They provide effective support and challenge and determination to ensure that the school continues to go from strength to strength.
Leaders at all levels are mindful of staff workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Sometimes, lesson tasks do not support pupils to understand fully the knowledge and vocabulary identified in curriculum plans.
As a result, pupils may not learn and remember key curriculum content long term. The school must ensure that activities are precisely designed to help pupils securely learn content successfully in all classes and subjects. ? On occasions, pupils with SEND do not receive the precise support that they need.
The school should further enhance plans to identify the small steps these pupils need to take to improve their learning by providing clear and precise strategies to support teachers and support staff working with pupils with SEND. ? Subject leaders who are new to their roles need continued support to implement, monitor and evaluate their curriculums effectively. Consequently, delivery of the planned curriculum is not as effective as it could be.
The school should ensure that there is a focus on building the knowledge and skills of subject leaders through professional development and regular monitoring of school's procedures for checking on the impact of the curriculum. ? Some aspects of the school's work lack strategic oversight. Leaders should ensure that they strengthen their oversight through robust monitoring and evaluation.
