King’s Oak Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including the youngest children in early years, do not access a well-taught curriculum.

They do not make the progress of which they are capable. In particular, pupils with special educational needs and/or disabilities (SEND) do not receive effective teaching and support that help them to learn well.

Pupils are happy at King's Oak.

They enjoy playing in the spacious grounds. They have lots of opportunities to make friends. They develop team skills by working together on large-scale construction in play.

Adults make sure that they understand the importance of being kind to each other.

Some pupils do not behave well in lessons and are n...ot supported to improve their behaviour. Lessons in early years and Year 1 are often disrupted by pupils who find it hard to listen.

There is very little bullying. Pupils have positive relationships with the adults who care for them and are confident that they will sort out any friendship problems.

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

Leaders have not made reading a high priority.

Teachers have not been well trained in how to teach early reading to pupils using the school's chosen programme. Over time, pupils experience a disjointed approach to the teaching of reading. The books that they receive do not match closely the sounds that they are learning.

Pupils do not become fluent readers quickly enough. Leaders do not ensure that pupils have frequent opportunities to engage with high-quality reading books that inspire a love of reading.

Pupils with SEND are not given the support they need.

Pupils' individual learning plans are not clear enough on what pupils' needs are. These plans are often incomplete, and many do not consider the views of the child or their parents or carers. Teachers are not planning for the specific needs of pupils with SEND.

Often, the planning and delivery of provision for pupils with SEND are delegated to support staff who are not well trained to meet these pupils' needs. Leaders' monitoring of how well pupils with SEND are faring in the curriculum is underdeveloped.

The school introduced a new curriculum in September 2020, including new schemes for the teaching of mathematics and phonics.

Curriculum plans identify how pupils will learn by building on their prior knowledge and skills over time. However, leaders have not provided teachers with the support and guidance to deliver this curriculum as intended.

Where staff have had training, for example in art and developing writing, teachers plan opportunities that help pupils to learn effectively.

However, in significant areas of the curriculum, teachers are not confident in how to deliver the intended curriculum content well. For example, in mathematics, teachers do not understand how to use the appropriate teaching methods and resources.

Children in early years settle and make friends quickly.

However, leaders and staff do not ensure that children have meaningful and purposeful learning opportunities. Children do not access well-thought-through opportunities to learn new things, or practise new skills. Staff are not using play opportunities to develop children's learning, including in areas such as speech, vocabulary, writing or early number skills.

Children are not getting a good start to their education.

Most pupils try hard to behave well. However, a minority of pupils find it much harder and do not receive enough support to improve their behaviour.

Staff do not have high enough expectations or strategies to support pupils in developing good behaviours independently. This includes in early years.

Pupils like being at school.

They are welcoming and interested in talking to visitors. The planned curriculum has lots of opportunities for them to learn about the world beyond King's Lynn. They visit the seaside and local castles.

They learn about different countries and cultures.

Leaders have a generous view of the quality of education in the school. They have not prioritised staff training to deliver their intended curriculum.

They have not ensured that the quality of provision for pupils with SEND is effective.

The school transferred to the current multi-academy trust in July 2021. The trust has been too slow to act to address the weaknesses in curriculum provision.

Some of its work has been hampered by staffing absence. Trustees have increased governance capacity by establishing a new academy review committee, but this committee has only recently started its work.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and other staff know the pupils well, and as a result recognise quickly when they might be at risk. Records are detailed. Senior leaders and the parent support worker work closely together to ensure that families are well supported.

Staff have had specific safeguarding training. Some of leaders' recruitment training is out of date, but they are booked in to renew this.

The checks made on adults in the school are accurate and comprehensive.

Pupils are taught how to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching of phonics is inconsistent across the school. Different methods and approaches lead to many pupils not being well supported.

The books that pupils read are not always matched to their reading ability. As a result, too many pupils do not learn to read quickly and fluently. Leaders need to ensure that a consistent approach to phonics teaching and reading practice is adopted and that staff are well trained in using these approaches.

• Pupils with SEND receive a poor-quality education. Plans and provision for these pupils do not meet their individual needs or ensure that they can access the curriculum effectively. Leaders need to ensure that the provision for pupils with SEND in and out of class is well planned, delivered and monitored.

• Teachers have not had enough training to knowledgeably deliver a well-planned curriculum. As a result, the delivery of the intended curriculum is weak in several areas. Leaders need to make sure that teachers have the training and support needed to deliver the curriculum effectively to pupils.

• Some pupils struggle to manage their behaviour and staff do not have the strategies to support them. The youngest children are not reminded to develop positive learning behaviours. Leaders need to ensure that all staff have appropriate training to identify and develop good learning behaviours for pupils right from the start of school.

• In early years, adults have not been given the necessary guidance and training to support children to learn effectively and develop essential knowledge and skills. As a result, children do not get a good start to their education. Leaders need to ensure that the intended curriculum is fully delivered and that adults are knowledgeable and skilled in how to help the youngest children learn.

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