Kings Heath Primary Academy

Inspection of Kings Heath Primary Academy North Oval, Kings Heath, Northampton, Northamptonshire NN5 7LN

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Inspection dates: 30 and 31 January 2024

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good

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Overall effectiveness Outstanding

The principal of this school is Sarah Durbin. This school is part of the David Ross Education Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Stuart Burns, and overseen by a board of trustees, chaired by David Ross. 30 and 31 January 2024

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What is it like to attend this school?

Kings Heath Primary Academy provides pupils with the best possible start in life. The school embraces every opportunity to remind pupils of the endless possibilities their lives have if they work hard and give of their best. The school’s ambition for every pupil knows no bounds. Pupils learn Latin, work with the Royal Opera House to perform an opera and participate in ‘Apprentice Days’. Pupils respond exceptionally well to each and every challenge presented to them. They love to learn. They are excited about their futures. One pupil said: ‘This school wants me to aspire to achieve everything I can and live a good life with a smart job.’

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What is it like to attend this school?

The school’s high expectations of pupils are established right from the minute the youngest children walk through the door. Pupils are crystal clear about how they should behave. Signs around school prompt them to ‘walk like a scholar’ and to hold doors open for each other. Pupils learn to take pride in the big things and the little things. They are invited to check that their uniform is smart in the school mirror. Adults model the behaviours that pupils should replicate. Pupils’ behaviour and attitudes are second to none.

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better?

The school’s curriculum opens doors for pupils. It has been developed with exceptional expertise and identifies precisely what pupils need to learn. Learning is built up layer by layer in a logical order. It has been designed to help pupils make links across subjects. Children in the early years are provided with a firm foundation for later learning. They are curious about the world around them. From the earliest days in school, children are thrilled to learn new things.

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better?

The curriculum is delivered by skilled staff. They receive high-quality training and use the latest research to hone their skills even further. In lessons, they explain new concepts well. Pupils engage well in their learning because their teachers enthuse them and make lessons interesting. Teachers use ‘do now’ tasks to check that pupils have mastered key knowledge before moving on. Pupils understand why it is vital they remember what they have learned before. In mathematics, Year 6 pupils confidently use their prior knowledge of numerators and denominators as they work with increasingly complex fractions.

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better?

The school prioritises developing pupils’ communication and language skills. Children in nursery learn a wide range of songs and nursery rhymes. Teachers help younger children to give their answers in full sentences. When their replies are brief, teachers ask, ‘Can you say it better?’ Older pupils learn the language of debate. They articulately give their own ideas and are open to the views of others.

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better?

Pupils are well supported as they learn to read. Phonics is taught from day one in the Reception Year. Staff systematically check the sounds that pupils know. The school makes sure that no pupil is left behind when it comes to learning to read. Reading continues to be a key priority as pupils move through the school. Pupils 30 and 31 January 2024

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enjoy reading. They can discuss their favourite authors and stories. The joy of reading is promoted through regular story time and events.

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The needs of pupils with special educational needs and/or disabilities (SEND) are swiftly identified. Every effort is made to remove barriers for these pupils. They receive carefully crafted support that is well matched to their individual needs. Pupils who need more targeted support attend ‘The Heart’ for their English and mathematics lessons. This helps them to progress through the curriculum as well as their peers. Pupils with SEND flourish and experience success.

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The school invests considerable time and energy in the character they want pupils to develop. The school’s values of courage, respect, ambition and aspiration are the solid rock on which this work is built. Pupils are reminded of these values on the school walls and through the houses they belong to. Enrichment clubs are planned to develop pupils’ talents and interests. Almost every pupil chooses to attend one of these optional clubs.

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Parents and carers are delighted with the work of the school. They recognise the privilege it is to say that their child attends Kings Heath Primary Academy.

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Staff are unanimously proud to work at the school. They describe the culture of ‘no limits’ that leaders have established alongside genuine care for their well-being.

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Leaders, governors and the trust have a shared vision for the school based on success for all. This relentless pursuit of excellence has been realised.

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Safeguarding

The arrangements for safeguarding are effective.

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the 30 and 31 January 2024

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school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 30 and 31 January 2024

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School details

Dates of previous inspection 25 and 26 April 2023, under section 8 of the Education Act 2005

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Information about this school

 Kings Heath Primary Academy is part of the David Ross Education Trust.  The interim principal of the school was appointed in September 2023. An interim acting vice principal and early years leader have been appointed since the previous inspection.  The school runs a nursery for children from the age of two years.  The school operates a breakfast and after-school club.  The school does not make use of 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.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 30 and 31 January 2024

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the interim principal, interim acting vice-principal and other school leaders. The lead inspector held discussions with two representatives of the trust and three governors, including the chair of governors.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and foreign language (Latin). For each deep dive, inspectors held discussions about the curriculum, visited lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened to pupils read to a familiar adult.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive

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culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with groups of pupils about their experiences at the school. They observed pupils’ behaviour in lessons and at social times.  Inspectors spoke with staff about their workload and well-being. They considered the responses to the staff survey.  Inspectors took account of the responses to the Ofsted Parent View survey. They also spoke with parents at the school gate.

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Inspection team

Caroline Poole, lead inspector His Majesty’s Inspector

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Inspection team

Louise Aird Ofsted Inspector 30 and 31 January 2024

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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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