Kilsby Church of England Primary School

Inspection of Kilsby Church of England Primary School Manor Road, Kilsby, Rugby, Warwickshire CV23 8XS

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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 Good 18 and 19 July 2023

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What is it like to attend this school?

Kilsby is a joyful, nurturing school. Staff have high expectations of all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils. The school values sit at the heart of everything. Staff model these values and refer to them frequently in conversations with pupils. As a result, pupils say the school is ‘a nice place to be’. Pupils feel happy and safe.

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What is it like to attend this school?

Pupils have positive attitudes towards their learning and show resilience in lessons. Teachers regularly check in with pupils and give them prompt reminders. These approaches are helping pupils to manage their own behaviour and develop independence.

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What is it like to attend this school?

Pupils are well mannered. Incidents of bullying are rare. Pupils understand what bullying is, including cyber-bullying. Leaders ensure that tailored support is available for any pupils who may need it.

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What is it like to attend this school?

Pupils enjoy working together. They show care for the environment and nature around them. During breakfast club, a group of pupils rescued and revived a bee while another group litter picked.

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What is it like to attend this school?

Pupils are proud of their school. Pupils value the use of ‘spotlight’ awards in assemblies to recognise their individual achievements. Pupils enjoy taking on extra responsibility and they aspire to be house captains in Year 6.

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better?

Leaders have introduced an ambitious curriculum. They have ensured that the curriculum enables pupils to learn about the local area. This makes learning relevant for pupils. Teachers help pupils to make links in their knowledge across subjects.

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better?

Children make a strong start in the Reception Year. Relationships between staff and children are warm and nurturing. Teachers plan engaging learning activities that cover all areas of learning. Children have the opportunity to learn effectively through play in both the indoor and outdoor areas.

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better?

The quality of adult and child interactions in the early years is strong. Staff skilfully move children’s learning on by engaging, scaffolding and narrating their learning. Children demonstrate high levels of curiosity, concentration and enjoyment. Staff encourage children to follow their interests and develop independence. Pupils are well prepared for key stage 1.

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better?

Leaders have prioritised reading. Phonics sessions support pupils to gain the knowledge and skills they need to read new words. These sessions start straight away in the Reception Year. Reading books are well matched to the sounds pupils 18 and 19 July 2023

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learn. This is helping pupils to build their confidence and develop reading fluency. Some pupils access extra phonics input in small groups to help them to keep up.

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After pupils complete the phonics programme, reading lessons focus on developing reading comprehension. Leaders choose texts with care so that pupils experience a diverse range of genres and cultures. In lessons, teachers model to pupils a range of different strategies to give further meaning to what they have read. Storytime at the end of the day provides pupils with a moment to read for pleasure.

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In mathematics lessons, pupils develop their mathematical fluency, reasoning and problem-solving skills. Teachers recap and revisit key knowledge and vocabulary from previous lessons. Teachers address misconceptions in the moment. These strategies help pupils to know and remember more.

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Teachers plan topic lessons which cover the majority of the foundation subjects. Pupils talk about what they have learned for each discrete subject with enthusiasm. There is some inconsistency in how subject leaders monitor the foundation subjects. Subject leaders are also developing how they use the information they collect about what pupils know.

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Pupils are well prepared for life in modern Britain. Pupils learn about different types of relationship and family. Pupils understand the importance of equality and are keen to celebrate their differences. Pupils have access to a wide range of clubs. Leaders nurture individual talents and interests.

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Pupils access rich outdoor learning opportunities. They enjoy these experiences and value their interactions in nature. One pupil said: ‘Last week, I saw a newt – today I found a centipede!’ Staff model safety expectations. Pupils follow instructions carefully. They are taught how to keep safe and can take risks independently, such as toasting marshmallows on an open fire.

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Pupils with SEND receive the correct support. Teachers adapt lessons and activities so that pupils with SEND have access to the same ambitious curriculum as their peers. Leaders work with a range of external agencies to seek advice where necessary.

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The school is well led and managed. Staff feel that leaders are approachable and considerate of their workload and well-being. Leaders work closely with representatives from the trust. They value this extra layer of strategic support. Staff access a range of professional development opportunities. Subject leaders value the opportunity to network with colleagues from across the trust. 18 and 19 July 2023

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have created a strong safeguarding culture at the school. Staff receive regular training and know that ‘it could happen here’. Staff know how to report concerns and record-keeping is robust.

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Safeguarding

Leaders work with a range of external agencies to ensure that the correct support is in place for pupils and families. Those who are responsible for governance fulfil their statutory duties.

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Safeguarding

Pupils know how to keep themselves safe, including online. Pupils feel well supported by the adults in school. One pupil said: ‘We have trusted adults in school who we can share our problems and feelings with.’

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(Information for the school and appropriate authority)

■ Subject leaders’ understanding of how well the curriculum is being implemented is limited in some subjects. As a result, they do not yet identify precisely what is going well and what actions are needed to improve the curriculum further. Leaders should ensure that subject leaders develop their skills further so that all areas of the school’s curriculum implementation can be monitored effectively.

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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.

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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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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. 18 and 19 July 2023

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School details

Date of previous inspection 21 April 2022, under section 8 of the Education Act 2005

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Information about this school

■ The school has not previously been inspected under section 5 of the Education Act 2005. ■ The school is part of the Diocese of Peterborough. The most recent section 48 inspection of this Church of England school, which is an inspection of the school’s religious character, took place on 3 December 2019. Section 48 inspections were suspended due to the COVID-19 pandemic. They restarted in September 2021. The next inspection will be within eight years of the last section 48 inspection. ■ The school uses no alternative provision.

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Information about this inspection

 The inspectors carried out this graded inspection under section 5 of the Education Act 2005.  This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 18 and 19 July 2023

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■ Inspectors met with the headteacher and the special educational needs coordinator. ■ Inspectors carried out deep dives in reading, mathematics, physical education and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited lessons, spoke with teachers and pupils and looked at samples of pupils’ work. ■ Inspectors also looked at curriculum documentation for science, design and technology, geography and modern foreign languages. ■ The lead inspector listened to a sample of pupils in key stages 1 and 2 read to a familiar adult. ■ Inspectors met with the designated safeguarding leaders to discuss the actions taken to keep pupils safe. They also spoke with pupils and staff about safeguarding and reviewed a range of documents, including the school’s single central record of pre-employment checks. ■ Inspectors visited the school’s breakfast club. ■ Inspectors considered the responses to Ofsted’s online questionnaire, Ofsted

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Parent View, and also considered the results of the staff and pupil questionnaires. ■ Inspectors met with the chief executive officer and the director of education of the multi-academy trust. Inspectors also met with representatives from the local governing body and the board of trustees.

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Inspection team

Luella Manssen, lead inspector Ofsted Inspector

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Inspection team

Caroline Oliver Ofsted Inspector 18 and 19 July 2023

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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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