Kennet Valley Church of England Aided Primary School

Inspection of Kennet Valley Church of England Aided Primary School Lockeridge, Marlborough, Wiltshire SN8 4EL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 10–11 March 2020

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What is it like to attend this school?

Pupils are polite, courteous and cooperative. Older pupils are considerate towards younger ones. There is a family ethos in the school. This helps pupils to feel safe and cared for.

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What is it like to attend this school?

Pupils enjoy learning. They say teachers make learning interesting. Pupils take pride in their work.

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What is it like to attend this school?

Pupils behave well. Staff have high expectations of pupils’ behaviour. Staff provide effective support to pupils who find it more difficult to concentrate or behave as expected.

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What is it like to attend this school?

Pupils told us that bullying does not happen at Kennet Valley. However, pupils know they can share worries with an adult in school. Pupils say adults will help them deal with any concerns. Relationships are strong across the school. Parents are supportive of the school.

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What is it like to attend this school?

Pupils appreciate experiences that bring their learning to life. They particularly enjoy trips to museums and meeting visitors who come to the school. Pupils are keen to take part in the many extra-curricular activities on offer, including music lessons and sporting events.

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better?

Leaders and governors are ambitious in their desire to continue to improve the school. Leaders have provided teachers with high-quality training to aid this. Leaders have clear and precise plans for developing the quality of education.

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better?

Leaders place great importance on teaching children to read. Phonics is taught well. Children in the early years learn phonics quickly, which helps them to begin to read and write. Children’s books are well matched to the letters and sounds they are learning. Children in the early years use phonics well to spell simple words. They are starting to write sentences. Pupils in Year 1 continue to develop their fluency in reading well. Staff are well trained and know how to support those pupils who need to catch up. Pupils understand the books that they are reading and can answer questions about them.

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better?

Leaders have clear plans to develop pupils’ writing. Teachers know what they have to teach to ensure that pupils’ work improves. Pupils work hard to use correct grammar and punctuation in their writing. However, some pupils find writing difficult because they are not yet confident with spelling.

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better?

Leaders have developed a well-sequenced curriculum in mathematics. As a result, pupils learn well. Pupils are confident in their knowledge of numbers and 10–11 March 2020

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calculations. Pupils can apply this knowledge in problem-solving activities. They develop a secure understanding of mathematical concepts that are appropriate for their age.

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Leaders have recently introduced a broad and balanced curriculum. Teachers select appropriate activities that deepen pupils’ understanding of the subjects that they learn about. As a result, pupils are beginning to know and remember more of what they learn.

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Pupils enjoy a variety of subjects. In history, teaching helps pupils to develop their knowledge and enquiry skills so that they can find out more about what they are studying. Pupils have a clear understanding of chronology. Teaching is helping pupils to recall historical knowledge readily.

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Staff generally support disadvantaged pupils and those with special educational needs and/or disabilities (SEND) well. However, for some pupils, the plans to help them in their learning are not precise enough. This sometimes holds a few pupils back.

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Leaders ensure that pupils’ learning extends beyond the curriculum. Pupils attend a variety of clubs and take part in sporting events. These activities contribute well to pupils’ personal development.

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Children in the Reception Year get off to a good start. There is a clear and well- sequenced curriculum. This helps all children to develop what they already know and can do. Children are interested and motivated in their learning and maintain their concentration on tasks. Children work well together and listen to each other’s ideas. Strong relationships are established quickly. Parents feel involved with their child’s learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders’ recruitment procedures make sure the necessary checks on staff are made before they start. Leaders provide effective safeguarding training. Staff know their responsibilities and roles in keeping children safe from harm.

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Safeguarding

Leaders are rigorous when dealing with concerns about pupils. They take advice from outside agencies to help keep children safe. Leaders readily provide early help and support to pupils and their families. Pupils know how to keep themselves safe online.

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 Leaders have recently implemented a rolling curriculum programme. However, it is in its infancy. Leaders should check the programme for impact so that they know what is working and what is not. Leaders should make sure the connection between subjects, and the opportunities to revisit and recall knowledge, are having an impact, so that pupils achieve well.  Teaching does not always provide pupils with the appropriate skills to improve their writing. Pupils particularly need help to make correct spelling choices. Leaders should make sure that teaching helps pupils to improve this aspect of their writing.  Some pupils with SEND have targets set for them that are too broad. This can impede their progress. Leaders need to ensure such targets are specific enough to improve pupils’ learning.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 10–11 March 2020

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School details

Inspection number 10122338 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Chair of governing body Sarah Till-Vattier and Simon Jones

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School details

Date of previous inspection 15–16 November 2017, under section 5 of the Education Act 2005

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Information about this school

 The school is voluntary aided within the Diocese of Salisbury.  The school was graded good in its most recent SIAMS inspection, which took place in March 2018.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We carried out deep dives in: reading, English, mathematics and history during this inspection. We conducted lesson visits, spoke with teachers and met with senior leaders and curriculum leaders. We looked at pupils’ work in books and met with pupils.  We met with the special educational needs coordinator and looked at the school’s support for pupils with SEND.  We met with members of the governing body and spoke to the local authority adviser and the designated safeguarding leader. Safeguarding records were checked. These included the school’s single central record. 10–11 March 2020

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 We considered responses to the online survey, Parent View, and spoke to parents during the inspection. We spoke to staff and took note of responses to the survey for staff, as well as speaking to pupils about subjects and their views of the school.

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Inspection team

Paul Smith, lead inspector Ofsted Inspector

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Inspection team

Emma Jelley Ofsted Inspector 10–11 March 2020

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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