Valley Invicta Primary School At Kings Hill

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

The headteacher of this school is Steph Guthrie. This school is part of Valley Invicta Academies Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Richard Hayden, and overseen by a board of trustees, chaired by Matthew Fletcher. There is also an executive headteacher, Jan Herbert, ...who is responsible for this school.

What is it like to attend this school?

Pupils delight in attending this inspirational school.

They show a genuine care for one another and uphold the school's value of kindness admirably. Pupils are safe and play an active role in assuring the safety of others. For example, pupils appointed as 'safeguarding ambassadors' lead assemblies that help pupils to stay safe when online.

Pupils with emotional needs enjoy spending time with the school dogs, Sky and Jake.

The school has high ambition for all pupils. They encounter an engaging and interesting curriculum.

As a result, pupils develop their knowledge and skills across the curriculum exceptionally well. The school supports pupils with special educational needs and/or disabilities (SEND) very effectively. This ensures that they are included in the full life of the school and achieve well.

The school nurtures and celebrates pupils' talents particularly well. For example, pupils' artwork adorns the corridors and the school band regularly perform the songs they have learned.

Pupils behave remarkably well.

They learn about how to manage their emotions and, as a result, the school has a very calm and caring atmosphere. As one pupil said, 'The school is not just a building, it is a family.'

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

The school provides a curriculum that inspires pupils to learn deeply.

The curriculum closely matches the changing interests and needs of the pupils. Staff in the early years provide a rich range of activities that prepare children very well for their transition into key stage 1. Teachers provide engaging tasks that help pupils to develop their knowledge effectively.

For example, pupils explore artefacts in history that enhance their understanding of how people lived in the past. The school ensures that pupils with SEND access the full curriculum and that no pupil is left behind. Teachers use highly effective questioning to check what pupils know.

They guide pupils to remember what they have learned previously. This helps pupils to connect what they learn to what they already know.

The school is ambitious for its staff.

Teachers receive training that enables them to refine the way that they teach. Teachers value the support provided by the school. The school manages teachers' workload well to ensure that they remain focussed on life in class.

Governors and trustees are knowledgeable and review the quality of education diligently. Trust staff provide opportunities for staff in this school to share their considerable expertise across other schools. This creates a culture in the school where staff feel both supported and valued.

Pupils achieve exceptionally well in reading and mathematics. This is seen in pupils' performance in national tests and their work in class. Children in the early years develop a love of stories.

They delight in enacting stories in the outside stage area. They swiftly develop the skills needed to begin to read unfamiliar words. Teachers match the books that pupils read to their reading ability precisely.

This makes sure that pupils quickly develop their reading skills. Older pupils explore a wide range of texts that challenge their reading and broaden their vocabulary. Teachers identify the needs of pupils with SEND exceptionally well.

Pupils in the school's specialist resource provision for pupils with SEND are seamlessly included into classes in the main school. As a result, pupils with SEND reach ambitious outcomes in reading and mathematics. Pupils develop their mathematical knowledge and understanding extremely well.

Teachers ensure that pupils regularly return to what they have learned before. This helps pupils to approach mathematical problems with confidence.

Pupils behave exceptionally well in class.

They learn about positive behaviour in assembly and through the curriculum. The school connects what pupils learn in class to the school's values. Pupils learn to manage their behaviour and encourage the positive behaviour of their peers.

They learn about respect for others and live this out in the life of the school. Pupils delight in attending school. The school supports families of pupils whose attendance falls below the expected level swiftly and effectively.

The school ensures that pupils develop their personal interests extremely well. The school provides trips beyond the school and invites visitors to the school. These activities are purposeful and develop pupils' character and interests.

Pupils engage in charitable activities that develop their compassion for the needs of others. For example, pupils visited an Oxfam distribution centre and ran a shop to raise funds for the charity. Pupils have a resounding voice in the school.

For example, pupils appointed to the 'student voice leadership team' met with school leaders to plan a school trip to help pupils to explore their future careers.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in September 2018.

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