Napier Community Primary and Nursery Academy

Inspection of a school judged good for overall effectiveness before September 2024: Napier Community Primary and Nursery Academy Napier Road, Gillingham, Kent ME7 4HG

p.1

Inspection dates: 12 and 13 November 2024

p.1

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

p.1

Outcome

The headteacher of this school is Ciaran McCann. This school is part of The Kemnal Academies Trust (TKAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Dr Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley.

p.1

What is it like to attend this school?

Pupils thrive at this caring, aspirational school. The corridor walls proudly proclaim, ‘Together we achieve the extraordinary’. Everyone works together to bring this about successfully.

p.1

What is it like to attend this school?

Everyone tries their best, as they are keen to do well. Pupils enjoy their learning, which they say teachers make ‘fun’ and ‘interesting’ for them. They are rightly proud of the work they do and the strong progress that they make.

p.1

What is it like to attend this school?

Pupils behave well around school. They are polite and considerate. They listen to each other in discussions and take turns to speak. As soon as pupils begin school in the early years, they learn the school’s high expectations and routines. Pupils say that staff ‘show them how to be kind’. Pupils demonstrate a high degree of trust in the adults in the school. They know that staff will listen to any problem and ‘help sort it out’. They feel safe and valued.

p.1

What is it like to attend this school?

Pupils work together to help care for their school through projects such as building the sensory garden. They learn useful skills and to work together through activities such as 12 and 13 November 2024

p.1

2

bike club. The school is an inclusive and welcoming community. Mutual respect and warm good-humoured relationships help to make it a happy place for all.

p.2

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

The school is highly ambitious for its pupils. Staff are united in their unwavering determination that pupils will learn well, no matter what their starting points or when they join. School improvement priorities are carefully identified. Staff get the training and support that they need to implement improvements successfully. This has helped the school to go from strength to strength. Everyone is positive and excited for the future.

p.2

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

Published outcomes show that pupils, including disadvantaged pupils, achieve well. This can also be seen in the work in pupils’ books and in lessons. The curriculum is well structured from early years to Year 6. Through this, pupils build secure knowledge and skills. This helps to ensure that they are very well prepared for the next stages of their education. Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly. Staff provide the right support and adaptations so that pupils with SEND are included and are successful in all aspects of school life.

p.2

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

A sharp focus on developing language and communication in the early years helps children to develop their speech, vocabulary and understanding. Staff expertly encourage children to talk and play together. They model how to ask and answer questions.

p.2

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

As soon as pupils join the school, learning to read is prioritised. Phonics is taught regularly and well. Pupils who start to fall behind because they find learning to read more difficult are quickly identified and given the help that they need to catch up. Pupils develop an enthusiasm for reading alongside learning to read. Books and stories are valued. Pupils are excited to exchange the ‘destination’ points, which they can earn for positive behaviour, for books by their favourite authors. These are special to them. Some pupils are diligent librarians who care for the many inviting reading spaces around the school.

p.2

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

Everyone is expected to behave well. Pupils explain the importance of ‘doing the right thing at the right time’. Even the youngest pupils move around the school calmly. Staff know pupils well. Pupils who need a little extra support to manage their behaviour are given what they need to be successful. Relationships throughout the school are friendly and positive.

p.2

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

Pupils attend school well. They want to come to school and value their education. The school works closely with parents and carers to understand and address any barriers that are blocks to attendance.

p.2

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

Pupils’ personal development has been exceptionally well considered. In addition to the curriculum, pupils benefit from an extensive offer that helps them to learn about the wider world. Pupils go on trips, both locally to the beach and the theatre and further afield, such as excursions to London to visit museums. Community links are encouraged, for example, by performing the nativity at a local care home. Older pupils gather local 12 and 13 November 2024

p.2

3

information through a questionnaire before presenting the results to their member of parliament.

p.3

3

The trust works closely with local governors to make sure that everyone is working together in the best interests of pupils. Staff are very positive about working at the school. They feel listened to and fully involved in important decisions. Leaders make sure that staff’s workload and well-being are considered as part of any changes that are made. Parents are positive about the school. Most say that any problems are picked up quickly and dealt with effectively. Parents say that their children enjoy coming to school and that the school ‘really cares about the children and wants them to succeed’.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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 first ungraded inspection since we judged the school to be good for overall effectiveness in December 2019.

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. 12 and 13 November 2024

p.3

Further information

You can search for published performance information about the school.

p.4

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). 12 and 13 November 2024

p.4

School details

Dates of previous inspection 3 and 4 December 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 A new headteacher has been appointed since the previous inspection.  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 inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the inspectors met with a range of school staff. The lead inspector held regular update meetings with leaders. The lead inspector also met with representatives of the trust, including a regional director and a board trustee. 12 and 13 November 2024

p.5

6

 The inspectors 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 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.  The inspectors reviewed responses to Ofsted’s parent, pupil and staff surveys and spoke to some parents at the school gate.  The inspectors talked to staff to gather their views about the school, including about their workload and well-being. The inspectors met with several groups of pupils, as well as speaking to pupils during lessons and at lunchtime.

p.6

Inspection team

Deborah Perkins, lead inspector Ofsted Inspector

p.6

Inspection team

Catherine Hylands Ofsted Inspector 12 and 13 November 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