Napier Community Primary and Nursery Academy

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

The headteacher of this school is Ciaran McCann.

This school is part of The Kemnal Academies Trust (TKAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Dr Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley.

What is it like to attend this school?

Pupils thrive at this caring, aspirational school.

The corridor walls proudly... proclaim, 'Together we achieve the extraordinary'. Everyone works together to bring this about successfully.

Everyone tries their best, as they are keen to do well.

Pupils enjoy their learning, which they say teachers make 'fun' and 'interesting' for them. They are rightly proud of the work they do and the strong progress that they make.

Pupils behave well around school.

They are polite and considerate. They listen to each other in discussions and take turns to speak. As soon as pupils begin school in the early years, they learn the school's high expectations and routines.

Pupils say that staff 'show them how to be kind'. Pupils demonstrate a high degree of trust in the adults in the school. They know that staff will listen to any problem and 'help sort it out'.

They feel safe and valued.

Pupils work together to help care for their school through projects such as building the sensory garden. They learn useful skills and to work together through activities such as bike club.

The school is an inclusive and welcoming community. Mutual respect and warm good-humoured relationships help to make it a happy place for all.

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

The school is highly ambitious for its pupils.

Staff are united in their unwavering determination that pupils will learn well, no matter what their starting points or when they join. School improvement priorities are carefully identified. Staff get the training and support that they need to implement improvements successfully.

This has helped the school to go from strength to strength. Everyone is positive and excited for the future.

Published outcomes show that pupils, including disadvantaged pupils, achieve well.

This can also be seen in the work in pupils' books and in lessons. The curriculum is well structured from early years to Year 6. Through this, pupils build secure knowledge and skills.

This helps to ensure that they are very well prepared for the next stages of their education. Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly. Staff provide the right support and adaptations so that pupils with SEND are included and are successful in all aspects of school life.

A sharp focus on developing language and communication in the early years helps children to develop their speech, vocabulary and understanding. Staff expertly encourage children to talk and play together. They model how to ask and answer questions.

As soon as pupils join the school, learning to read is prioritised. Phonics is taught regularly and well. Pupils who start to fall behind because they find learning to read more difficult are quickly identified and given the help that they need to catch up.

Pupils develop an enthusiasm for reading alongside learning to read. Books and stories are valued. Pupils are excited to exchange the 'destination' points, which they can earn for positive behaviour, for books by their favourite authors.

These are special to them. Some pupils are diligent librarians who care for the many inviting reading spaces around the school.

Everyone is expected to behave well.

Pupils explain the importance of 'doing the right thing at the right time'. Even the youngest pupils move around the school calmly. Staff know pupils well.

Pupils who need a little extra support to manage their behaviour are given what they need to be successful. Relationships throughout the school are friendly and positive.

Pupils attend school well.

They want to come to school and value their education. The school works closely with parents and carers to understand and address any barriers that are blocks to attendance.

Pupils' personal development has been exceptionally well considered.

In addition to the curriculum, pupils benefit from an extensive offer that helps them to learn about the wider world. Pupils go on trips, both locally to the beach and the theatre and further afield, such as excursions to London to visit museums. Community links are encouraged, for example, by performing the nativity at a local care home.

Older pupils gather local information through a questionnaire before presenting the results to their member of parliament.

The trust works closely with local governors to make sure that everyone is working together in the best interests of pupils. Staff are very positive about working at the school.

They feel listened to and fully involved in important decisions. Leaders make sure that staff's workload and well-being are considered as part of any changes that are made.Parents are positive about the school.

Most say that any problems are picked up quickly and dealt with effectively. Parents say that their children enjoy coming to school and that the school 'really cares about the children and wants them to succeed'.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in December 2019.

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