Kenley Primary School

Inspection of Kenley Primary School New Barn Lane, Whyteleafe, Surrey, CR3 0EX

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Early years provision Good

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Overall effectiveness Requires improvement

The head of school of this school is Jacki Keogh. This school is part of The Collegiate Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Soumick Dey, and overseen by a board of trustees, chaired by Philip Hogan. There is also an executive principal, Katie Turner, who is responsible for this school. 6 and 12 June 2024

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What is it like to attend this school?

Pupils are generally happy at this school, though their experiences and love of learning vary. In the early years children get off to a secure start. They interact well with each other and enjoy their learning. This was evident as children dressed up and performed to their peers.

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What is it like to attend this school?

The school strives for pupils to have ambition and to take responsibility for their choices. However, this is not implemented consistently across the school. This means pupils’ behaviour is not positive across some year groups. In the playground, pupils generally behave well. They enjoy the wide range of activities and making use of the climbing equipment with their friends. The school makes sure that pupils have a trusted adult who they can go to should they have a concern.

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What is it like to attend this school?

The school has been through a period of significant change. The trust has taken an active role in supporting the school’s development and leadership. Much of the school’s work is at the early stages of being implemented.

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What is it like to attend this school?

The school provides pupils with some enrichment opportunities where the community can come together, such as family fireworks and sponsored walks.

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better?

Pupils study a broad range of subjects. Leaders have considered the key content and vocabulary that children should learn. In mathematics, pupils build a secure body of knowledge. For instance, pupils in Year 3 used appropriate resources to help them identify right angles in shapes. Pupils across the school enjoy their computing lessons, learning to use code to create games. In early years, staff ensure that children learn all areas of learning effectively. However, the school’s curricular aims are not securely implemented across all subjects. Much of the school’s curricular thinking has been recently developed. This means that pupils have gaps in their knowledge and understanding across subjects and year groups.

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better?

The consistency of teaching is variable which means that pupils do not build key subject skills over time deeply and securely. This is particularly the case for pupils with special educational needs and/or disabilities (SEND). The school’s expectations for the quality of pupils’ work varies and is sometimes not to a high standard. Staff typically have secure subject knowledge which they use to question and support pupils. Teachers check pupils can recall prior learning, although the precision of identifying and addressing gaps in pupils’ learning is not routinely embedded. In 2023, pupils’ outcomes in national tests were low in reading, writing and mathematics.

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better?

The school has placed a high priority on ensuring that all pupils learn to read. Teachers check pupils’ phonic understanding effectively. Pupils know their sounds, and most can blend effectively. Children in Reception demonstrated their phonic knowledge in their independent writing well. Leaders have considered the core texts 6 and 12 June 2024

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they want pupils to read. These books include a wide range of genre and support pupils to understand inclusivity in society. Reading development threads through the school, though some pupils are not actively encouraged to develop their independent reading.

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Teachers do not securely meet the needs of all pupils with SEND. Over time, too many pupils’ individual needs have not been met. The appropriate adaptations to pupils’ learning are not securely in place. This means that some pupils with SEND do not access the aims of the curriculum securely. The school has recently made positive actions to identify pupils’ individual needs more accurately. This is beginning to help staff support pupils with SEND more closely and effectively.

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Too many pupils’ behaviour during this academic year has not been positive. Some pupils disrupt learning and take part in behaviour that does not match the school’s expectations. This has led to an increase in the use of suspensions. The school has worked to improve behaviour through new policies and procedures. However, pupils’ behaviour and attitudes to learning still varies across the school. In early years, children follow routines well. Staff encourage children to work independently. Leaders work closely with families to ensure improved attendance and punctuality.

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Pupil leadership roles have been introduced this year. Playground pals support younger pupils to play effectively at playtime. Other roles are not as developed but pupils are keen to carry out their responsibility and make an impact on the school community. There has been limited opportunities for curriculum enrichment. Pupils enjoy the few trips they have been on.

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The new leadership with support from the trust have accurately identified the priorities for school development. The trust has provided significant support to ensure that improvements have be made. Some parents and carers have been critical of the school’s working relationship with them. The trust and leaders are working with parents to improve these relationships.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The implementation of the school's curricular aims are not securely in place across all subjects. This means that pupils have gaps in their subject-specific skills and do not produce work to a consistently high standard. The school should ensure that all staff have consistently high expectations of pupils' work and recall of key knowledge and skills across all subjects. 6 and 12 June 2024

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 The needs of pupils with SEND are not consistently met. Learning for pupils with SEND is not routinely well adapted to their needs to help them to keep up with their peers. The school needs to make sure that all staff are knowledgeable and confident to meet the specific needs of pupils with SEND.  Attitudes towards behaviour and learning are not consistent across the school. Pupils’ low level disruption during lessons is not dealt with quickly which means pupils lose focus on their learning. The school must ensure that all staff manage behaviour consistently and build a positive attitude to learning in pupils.

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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 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). 6 and 12 June 2024

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Chief Executive Officer

Soumick Dey Website www.kenleyprimary.org.uk

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Chief Executive Officer

Date(s) of previous inspection Not previously inspected

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Information about this school

 There have been significant changes to leadership in the school this academic year.  The school is part of The Collegiate Trust.  Kenley Primary School converted to become and academy in September 2021. When its predecessor school, Kenley Primary School was last inspected by Ofsted, it was judged to be good overall.

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Information about this inspection

The inspector(s) carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 The inspection started on 6 June. Inspectors returned on 12 June to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.  Inspections are a point-in-time judgement about the quality of a school's education provision. 6 and 12 June 2024

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 This was the first routine inspection that the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the executive principal, head of school, other leaders, and a range of staff. They also met with the chair of governors, and members of the governing body and members of the trust.  Inspectors carried out deep dives in these subjects: early reading, mathematics, religious education and computing. Activities included discussions with leaders and teachers about the curriculum, visiting lessons, speaking with groups of pupils about their learning, and reviewing samples of pupils’ work. Inspectors also considered the curriculum in other subjects.  Inspectors checked the school’s policies and records, including those related to behaviour and pupils’ wider development.

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 Inspectors considered the responses of pupils, parents and staff to Ofsted’s online surveys.  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 culture around safeguarding that puts pupils’ interests first.  Inspectors held meetings with staff and spoke with pupils during social times. They observed pupils’ behaviour across the school, including as they arrived and left school.

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Inspection team

Sacha Husnu-Beresford, lead inspector His Majesty's Inspector

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Inspection team

Robin Bosher Ofsted Inspector 6 and 12 June 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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