Kentmere Primary Academy

Inspection of an outstanding school: Kentmere Primary Academy Kentmere Avenue, Smallbridge, Rochdale, Lancashire OL12 9EE

p.1

Outcome

Kentmere Primary Academy continues to be an outstanding school.

p.1

Outcome

The headteacher of this school is Nicola Howard. This school is part of Watergove Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Moorhouse, and overseen by a board of trustees, chaired by Gary Walczak.

p.1

What is it like to attend this school?

Pupils thrive at this warm and welcoming school. They love coming to school early each day and they engage in learning from the outset. Pupils described their teachers and peers as ‘kind’ and ‘caring’. They were unanimous in the view that they feel safe and happy in school.

p.1

What is it like to attend this school?

The school is highly ambitious for each and every pupil, including pupils with special educational needs and/or disabilities (SEND). Pupils readily rise to meet the incredibly high expectations that the school has for them. They are enthusiastic and motivated. Pupils achieve exceptionally well across the curriculum.

p.1

What is it like to attend this school?

Pupils’ behaviour is exemplary. The school’s golden rules of being ready, respectful and safe are well understood and enacted by all, including children in the early years.

p.1

What is it like to attend this school?

The school has created a strong sense of community. For example, pupils and their families benefit from learning together about important topics such as how to keep safe online.

p.1

What is it like to attend this school?

Pupils flourish as a result of the school’s steadfast commitment to supporting their wider personal development. They hone their talents through the praiseworthy extra-curricular offer available to them, which includes a wide variety of clubs and visits. For example, the choir has performed at a local theatre and many younger pupils represented the school in an athletics competition. 16 and 17 July 2024

p.1

What does the school do well and what does it need to do better?

The school has an extremely ambitious and well-established curriculum. It strives to continuously renew and refine the curriculum to ensure that it is relevant and meets the changing needs of pupils. The school has meticulously identified the core knowledge that pupils need to know to be fully prepared for their next stages of education. This begins in the early years where children build secure foundations for their future learning. The vast majority of pupils achieve highly at each stage of their learning across the school.

p.2

What does the school do well and what does it need to do better?

Teachers have expert subject knowledge and they explain concepts with enthusiasm and clarity. They design learning activities that focus precisely on the knowledge that pupils need to learn. Teachers use assessment particularly well to swiftly address any gaps in knowledge that pupils may have. For example, teachers take advantage of opportunities to provide support for those pupils who need to further practise the knowledge and skills learned previously.

p.2

What does the school do well and what does it need to do better?

Pupils with SEND are identified sensitively and quickly. Staff are highly attuned to the specific needs of individual pupils. They are provided with the information and training that they need to make highly effective adaptations to their delivery of the curriculum. Staff work seamlessly together to ensure that pupils with SEND make excellent progress through the curriculum and participate fully in school life.

p.2

What does the school do well and what does it need to do better?

From the start of the early years, children benefit from an expertly implemented phonics programme. Skilled staff quickly identify those pupils who find reading more difficult and provide effective support so that they keep up with their peers. Pupils learn to read accurately and with confidence. Parents and carers said that they value the information sessions that they receive to help pupils with their reading at home.

p.2

What does the school do well and what does it need to do better?

The school has unstintingly high expectations for pupils to read often. Reading is embedded throughout school life. Pupils enjoy reading from the diverse selection of books in the well-stocked library and in their classrooms. Pupils take enormous pride in the rewards that they receive for their efforts in reading.

p.2

What does the school do well and what does it need to do better?

The school’s approach to supporting pupils’ wider development is exceptional. Pupils learn a wealth of important information that prepares them well for life in modern Britain. For example, pupils spoke in depth about fire prevention, road safety and how to keep healthy. Pupils fully understand the differences between people and the importance of equity. This is reflected in the high levels of respect that they show for one another.

p.2

What does the school do well and what does it need to do better?

Pupils, including those who are disadvantaged, have a multitude of opportunities to develop their interests. For example, pupils have embraced opera, taken part in a mock trial and won several sporting competitions, including some specifically for pupils with SEND. Pupils with leadership positions regularly present their ideas, in assembly and to members of the governing body, about how to make the school even better.

p.2

What does the school do well and what does it need to do better?

Most pupils attend school well. The school is committed to maximising pupils’ participation in all that it has to offer. For example, the school day is carefully designed to meet the needs of pupils and their families so that they can attend on time and take part in after- 16 and 17 July 2024

p.2

3

school activities. Pupils are proud of their school and they described their experiences with eloquence and joy.

p.3

3

Governors and trustees have the knowledge and expertise to provide effective support and challenge to the school. The trust, along with the school, has ensured that staff benefit from highly effective professional development. The school prioritises staff’s workload and well-being. For instance, staff really value the opportunities that they have to work collaboratively.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be outstanding in January 2018.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

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). 16 and 17 July 2024

p.3

School details

Dates of previous inspection 30 and 31 January 2018, under section 5 of the Education Act 2005

p.4

Information about this school

 A new headteacher and a new chair of governors have been appointed since the last inspection.  Leaders do not make use of alternative provision.

p.4

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, the inspector discussed the curriculum, visited a sample of lessons, spoke with teachers and pupils and looked at samples of pupils’ work. 16 and 17 July 2024

p.4

5

 The inspector observed pupils reading to a trusted adult.  The inspector spoke to pupils about their experiences of school and their views about behaviour and bullying. She also observed pupils’ behaviour during lessons and at breaktimes.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector spoke with the headteacher, other senior leaders and members of staff.  The inspector met with trustees and members of the local governing body. The inspector also spoke with the CEO and a representative of the local authority.  The inspector considered the responses to Ofsted Parent View, including the free-text comments.  The inspector also considered the responses to Ofsted’s online surveys for staff and for

p.5

Inspection team

Eleanor Overland, lead inspector His Majesty’s Inspector 16 and 17 July 2024

p.5

6

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.6

6

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.6

6

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.6

6

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

p.6

6

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

p.6