Kettering Park Junior Academy

Highlights from Latest Inspection

What is it like to attend this school?

Kettering Park Junior has a renewed ambition for all pupils to achieve well. All staff unite behind the school's vision.

The Park values of pride, achievement, responsibility, and kindness guide pupils in their choices of how to behave and their attitude to learning. These values raise aspirations and develop a sense of pride in being part of the school. Pupils appreciate the rewards they receive for demonstrating these values.

Pupils warmly greet visitors. They are keen to share the things they enjoy about the school.

Pupils behave well.

The consistent approach to managing behaviour helps pupils understand how to make the right choices for themselve...s. Pupils value the opportunity to learn from their mistakes. They are supportive of each other and help one another to resolve any issues.

Pupils play and get on well together.

Pupils have a strong sense of moral purpose. They learn the significance of British values and demonstrate a mature awareness of tolerance and respect.

As one pupil typically stated: 'Everyone is treated the same here. There are no outsiders here.' Visits to places such as the Holocaust Museum and the local Blitz Tea Rooms provide an understanding of pupils' responsibility as citizens.

Pupils aspire to be 'the best version of themselves'.

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

The school works hard to ensure that all pupils can read well. Whenever pupils fall behind with their reading, swift analysis identifies the support they need.

The support pupils receive ensures that they soon catch up. High-quality texts enable pupils to develop a rich variety of vocabulary. Carefully delivered lessons ensure that pupils learn the nuances of reading.

The reading curriculum builds pupils' understanding of texts over time. Pupils read regularly. They talk positively about their time in the school library.

Adults read with enthusiasm and excitement in class. Pupils develop a love of reading.

Pupils enjoy their mathematics lessons.

Teachers carefully select resources to support learning. They make suitable adaptations so that all pupils access the lesson. Where pupils struggle, the support teachers provide is personal and demonstrates strong subject knowledge.

Regular checks on what pupils know and remember ensure that pupils keep up. Pupils achieve well in mathematics.

The broader curriculum is well planned.

The school focuses on building up knowledge over time. It ensures that there are close links with what pupils have learned in the feeder infant school. Teachers have the requisite knowledge to teach the curriculum.

Teachers make adaptations to support pupils with a special educational need and/or disability (SEND). In a few subjects, strong links are not always made with prior learning. This means there are gaps in some pupils' knowledge.

Where subjects are more developed, systematic checking of learning makes sure that teachers fill any gaps in knowledge. The school's approach to teaching, 'I do, we do, you do', helps model learning. Pupils achieve well over time.

In a few subjects, the school has not checked on how the curriculum is being delivered. This means there are inconsistencies and not all the curriculum is being delivered as it was intended.

The school is passionate for pupils with SEND, and those who are disadvantaged, to achieve well.

The school knows these pupils well. Teachers have the knowledge needed to support these pupils effectively in lessons. Pupils with SEND make good gains in their learning.

Pupils know how to keep themselves healthy by eating the right food and exercising regularly. They have a clear understanding of how to keep themselves safe online. They enjoy the wide range of clubs available such as curling, archery, arts and crafts, Taekwondo and choir.

The residential visits encourage pupils to explore their talents and challenge themselves in different environments. Enterprise opportunities enable pupils to explore the world of work. Pupils learn to look out for one another.

There is a real sense of community at the school. Visits to places of interest enhance the curriculum. These trips and visits help broaden pupils' horizons.

Staff feel well supported. Governors and trustees place a high priority on pupil and staff 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)

• Recent adaptations to the curriculum in a few subjects have meant that strong links are not always made with pupils' prior learning. This means there are gaps in some pupils' knowledge. The school should complete the work on the curriculum to ensure that pupils learn, and remember, the curriculum that the school intended.

• In a few subjects, the school has not checked on how the curriculum is being delivered. This means there are inconsistencies and not all of the curriculum is being delivered as it was intended. The school should make sure it checks on how the curriculum is delivered to ensure it has maximum impact.