Kemsley Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Kemsley Primary Academy Coldharbour Lane, Kemsley, Sittingbourne, Kent ME10 2RP

p.1

Inspection dates: 22 and 23 October 2024

p.1

Outcome

Kemsley Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Iris Homer. The school is part of REAch 2 Academy 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), Cathie Paine, and overseen by a board of trustees, chaired by Gavin Robert.

p.1

What is it like to attend this school?

Pupils enjoy attending this friendly school. Pupils enact the school’s values of exploration and positivity. They behave well and form trusting relationships with one another. Older pupils play imaginative games with younger pupils at playtime. They show empathy towards one another, creating an atmosphere where everyone feels included. Pupils take on opportunities to lead projects across the school. For example, pupils elected to eco- council encourage others to recycle within the school. Pupils are safe. They are confident that if they have a worry, they can speak with a member of staff who they trust will resolve it. One pupil echoed the views of many when they said, ‘Teachers are always there for you when you need help.’

p.1

What is it like to attend this school?

The school has high expectations for all pupils. Children in the early years settle quickly into life at school. They explore what they learn through a range of well-constructed activities. Pupils achieve well across a broad range of subjects. They produce high-quality work that adorns the corridors. They delight in sharing what they learn in school with their parents and carers. The school prepares pupils for their transition to secondary school well. For example, they meet and compete with pupils from schools in the locality.

p.1

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

The school provides a curriculum that matches the needs and interests of pupils well. The progression of knowledge is mapped out clearly. This ensures that teachers are clear 22 and 23 October 2024

p.1

2

about what to teach and when. Teachers receive training that refines the way they teach. Trust leaders and governors work closely with the school. They help school leaders to identify and act upon improvements needed. Leaders support teachers to manage their workload effectively. They provide guidance to teachers that helps them to manage their time in class well.

p.2

2

Pupils gain a broad range of knowledge and skills across the curriculum. Children in the early years develop a love of stories. They learn through a range of well-planned activities. Pupils develop their reading skills confidently. Teachers support pupils who have fallen behind in their reading to catch up quickly. Pupils read widely and often. They apply the knowledge they have learned in reading when writing. They produce high-quality written work across the curriculum. Older pupils use their mathematical knowledge across the wider curriculum well. For example, they use graphs in science and draw on their knowledge of time in history. However, the knowledge and recall of multiplication facts is not secure for some older pupils. The school is aware of what needs to be done to address this.

p.2

2

Teachers use a wide range of strategies to ensure that pupils learn well. They use questioning to check what pupils know. They model the new vocabulary being taught to help pupils to articulate their thinking. Teachers provide opportunities for pupils to draw on what they have learned before. This helps pupils to connect what they already know to what they learn. Teachers identify the needs of pupils with special educational needs and/or disabilities (SEND) broadly well. The school has recently introduced guidance for teachers in how to best support pupils. However, as this is in its early stages, some pupils with SEND do not achieve as well as they could in all subjects.

p.2

2

Pupils behave well in class. The school has refined its approach to behaviour management in the last year. As a result, the behaviour of pupils who previously struggled to behave well has improved. Pupils know the rules and routines that are in place, and follow them. The school proactively supports families of children whose attendance is low. As such, attendance has also improved in the last year.

p.2

2

The school provides a wide range of opportunities that go beyond the curriculum. The trust’s initiative of ‘eleven before eleven’ ensures that all pupils gain a breadth of cultural experiences. For example, pupils undertake visits to local historic sites and share fish and chips on the beach. This is particularly beneficial for disadvantaged pupils who might have limited experience in travelling beyond their locality. Pupils attend a wide range of clubs and activities. These help to develop pupils’ interests and talents well. Pupils learn about current news stories in assembly. Visitors to the school help them to learn about diversity and disability. This prepares pupils to understand what it is like to grow up in modern Britain. As a result, pupils learn to be compassionate and develop an understanding of the wider world.

p.2

Safeguarding

The arrangements for safeguarding are effective. 22 and 23 October 2024

p.2

(Information for the school and appropriate authority)

 Teachers do not fully implement the strategies to adapt their delivery of the curriculum to meet the needs of pupils with SEND. This means that some pupils with SEND do not achieve as well as they could. The school should embed strategies so that all pupils are supported to make progress through the curriculum.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 second ungraded inspection since we judged the school to be good for overall effectiveness in February 2015.

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. 22 and 23 October 2024

p.3

4

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). 22 and 23 October 2024

p.4

School details

Dates of previous inspection 14 February 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of REAch 2 Academy Trust, a trust with 62 primary schools.  The school provides a breakfast and after-school club on site.  The school does not currently use any alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation 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 any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspector met with the headteacher, governors, trust leaders, other leaders, and a range of staff at the school. 22 and 23 October 2024

p.5

6

 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 reviewed a wide range of documents, including those related to the governance of the school.  The inspector considered the views of parents and carers through their responses to Ofsted Parent View, including the free-text comments. The inspector spoke to staff and considered the views of staff in the staff survey. The inspector spoke to pupils and parents during the inspection.

p.6

Inspection team

Graham Chisnell, lead inspector Ofsted Inspector 22 and 23 October 2024

p.6

7

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