Kanes Hill Primary School

Inspection of Kanes Hill Primary School Fairfax Court, Hinkler Road, Thornhill, Southampton, Hampshire SO19 6FW

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 6 and 7 December 2022

p.1

What is it like to attend this school?

Kanes Hill is an inclusive place with a strong family ethos. Pupils thrive in this caring community. Staff are united in their determination for all pupils to succeed. The ‘INSPIRE’ values are reflected in all areas of school life. As a result, pupils achieve well in most areas of the curriculum.

p.2

What is it like to attend this school?

Pupils know the school rules, ‘Ready, respectful, safe’. They are conscious of the impact their actions have on others. Pupils in the ‘Gentleman’s Club’ mentor younger pupils, encouraging personal responsibility. Incidents of bullying and unkindness are rare. Staff deal with these swiftly and ensure they are not repeated.

p.2

What is it like to attend this school?

Pupils embrace all the school has to offer. They enjoy the range of opportunities, such as visits to the Titanic Exhibition, that bring learning to life. Participation in a wide range of clubs, including drama, music and sewing, is high. A large proportion of pupils learn to play musical instruments, such as the clarinet or violin. They enjoy opportunities to perform together as part of the school’s orchestra.

p.2

What is it like to attend this school?

Parents are fulsome in their praise of the school. One summed up the views of many, saying children at Kanes Hill ‘feel safe, wanted and love learning’.

p.2

better?

Leaders and staff have worked tirelessly to address the issues identified in the previous inspection successfully. Trustees and the academy council provide effective challenge and are clear about what still needs to improve. Staff value the consideration leaders give to their development and well-being. They embrace the opportunities provided to develop their expertise as well as the growing opportunities to share their knowledge with other colleagues.

p.2

better?

The personal development of pupils is exceptional. Central to this is the promotion of key values of resilience, reciprocity, resourcefulness and reflectiveness. Pupils have a strong sense of right and wrong. They learn about personal responsibility and are encouraged to take ownership of their actions, especially where it may impact on others. Pupils celebrate difference and ensure everyone is included. They learn about democracy and the rule of law. For example, they vote for their representative on the school council. Pupils value the opportunity to offer their thoughts on how the school could be better. Leaders utilise a range of opportunities to work with local institutions, including Southampton University, to raise pupils’ aspirations. Pupils are encouraged to be active in their community, including showcasing their talents in music or sport. They also support local initiatives, such as collecting for the food bank or raising funds for causes important to them. This

p.2

better?

helps prepare pupils to be effective citizens for the future.

p.2

better?

Leaders have made reading their top priority. Children in the early years learn to read from their first week in school. Leaders have ensured that high-quality texts are the backbone of the curriculum. This access to texts ensures pupils develop a love of 6 and 7 December 2022

p.2

3

reading. They relish story time, and listen avidly as the stories are brought to life. Many cannot wait to check out the recommended books in the library. Staff teaching early reading have expert knowledge. The phonics books that pupils read are well matched to the sounds that they have learned. Those pupils at risk of falling behind are given daily support to help them to keep up.

p.3

3

Leaders have developed a curriculum that precisely sets out the essential knowledge pupils should learn, from early years to Year 6. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) are accurately identified. Teachers adapt the curriculum to ensure pupils with SEND learn as well as their peers in all subjects. Teachers’ subject knowledge is secure. This means that, across all year groups and in all subjects, they make sure that pupils learn well and use important vocabulary to explain their ideas. However, in a small number of subjects, teachers do not systematically check pupils’ understanding before moving on to new learning. As a result, pupils do not achieve as well as they could in these subjects.

p.3

3

Most pupils are excited to learn. They demonstrate positive learning behaviours in class. This begins in the early years, where adults care for and know the children well. Most children settle quickly, choosing from a range of stimulating activities to help them learn. Across the school, staff skilfully support pupils with complex needs to ensure they access the full curriculum. As a result, learning is rarely disrupted by poor behaviour. Around school, pupils are kind and considerate to each other and adults. This creates a harmonious and happy environment.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Pupils are taught how to stay safe. They know the risks they face, especially online, and the steps they can take to protect themselves. Pupils know they can speak to a trusted adult if they have any worries.

p.3

Safeguarding

Leaders have ensured that there is a strong culture of safeguarding at the school. Staff receive high-quality training, so that they know how to identify and report concerns swiftly. Leaders monitor pupils whom they are worried about, carefully maintaining robust records. They seek support from appropriate agencies, so that pupils and their families get the help that they need quickly.

p.3

(Information for the school and appropriate authority)

 In a small number of subjects, assessment is not precise enough. This means that sometimes pupils are moved on without having a firm foundation to build on. Leaders should ensure that teachers consistently check that all pupils’ understanding is secure before introducing new concepts and ideas. 6 and 7 December 2022

p.3

How can I feed back my views?

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

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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. 6 and 7 December 2022

p.4

School details

Headteacher Lisa Marshall (Executive Headteacher) Katie O’Grady (Head of School) Website https://khps.ilpartnership.org/

p.5

School details

Dates of previous inspection 30 April and 1 May 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of The Inspire Learning Partnership multi-academy trust.  The governing body manages before-school childcare provision.  The school does not currently use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior leaders. They also met with members of the governing body and representatives from the trust.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, music and science. For each deep dive, inspectors discussed the 6 and 7 December 2022

p.5

6

curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  During the inspection, inspectors met with a range of pupils to discuss their views about the school and talked to them informally during social times.  To inspect safeguarding, inspectors spoke to the safeguarding lead and scrutinised a wide range of information, including a selection of the school’s records. They also spoke to staff and pupils about safeguarding and looked at how pupils learn to keep themselves safe.  Inspectors met some parents to gain their views of the school. They reviewed the responses to Ofsted’s online survey, Ofsted Parent View. They also took account of staff’s responses to Ofsted’s online questionnaire.

p.6

Inspection team

Laura James, lead inspector His Majesty’s Inspector

p.6

Inspection team

Emma Law Ofsted Inspector 6 and 7 December 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7