Kidgate Academy

Inspection of Louth Kidgate Primary Academy Kidgate, Louth, Lincolnshire LN11 9BX

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Inspection dates: 12 and 13 November 2024

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

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The headteacher of this school is Paul Lidbury. This school is part of Kidgate Primary Academy single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Matt Dunn.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since May 2016. The school received an ungraded inspection under section 8 of the Act on 22 and 23 February 2023. Since September 2024, schools have not been awarded an overall effectiveness grade. 12 and 13 November 2024

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What is it like to attend this school?

Pupils enjoy coming to school each day. They talk about the positive relationships they have with staff and one another. Pupils learn in calm classrooms. They take pride in their work. Children in the early years take great pleasure in celebrating the achievements of their peers.

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What is it like to attend this school?

While improving, particularly more recently, the quality of education that the school provides is not good enough. Pupils do not achieve as well as they should. However, the school is rapidly improving. Recently, the school has raised the expectations of all pupils. Staff are dedicated and caring. The curriculum has been redesigned. Pupils are now learning and remembering more of what they study.

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What is it like to attend this school?

The school provides a wide range of opportunities to broaden pupils’ horizons. Pupils learn about other religions through visits to places of worship including mosques and churches. They visit the local art gallery, an outdoor education centre and a wildlife park. Pupils with special educational needs and/or disabilities (SEND) are fully involved in school life. The school helps pupils to develop their social skills and to use sophisticated vocabulary to express their emotions. Pupils can engage in intelligent discussion about sensitive mental health issues. They understand how to look after their own health and how to keep themselves safe.

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

The school’s curriculum is under development. In a small number of subjects, the knowledge that pupils need to learn has not been clearly identified. Pupils do not confidently recall their learning about what they have studied before the introduction of the new curriculum. The approach to checking pupils’ understanding over time is also new. Prior to this academic year, the school did not support teachers to gather the information they needed to identify and address gaps in pupils’ understanding.

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

The acting leadership and staff are highly ambitious for pupils. In most subjects, the curriculum has been designed to help pupils build their knowledge. The early years curriculum is ordered logically and tailored to the children in the Reception class. There are regular opportunities for children to revisit prior learning.

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

Teachers’ subject knowledge is secure and they explain important concepts clearly. In some subjects, pupils can recall their recent learning. For example, they can solve mathematical problems and explain the process and ingredients involved in making a spaghetti Bolognese. Children in the early years use ‘memory boxes’ to help them share the detailed knowledge that they have acquired. They are well prepared for key stage 1.

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

Pupils enjoy reading. They become fluent and accurate readers. All staff now receive regular training to help them to develop children’s knowledge of phonics. Children take home books that are matched to the sounds that they have learned. Most pupils at risk of falling behind are identified and receive the help that they need to catch up. The school’s new reading curriculum sets out the skills of reading that pupils should acquire. 12 and 13 November 2024

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The school identifies the needs of pupils with SEND well. Teachers adapt their lessons so that these pupils can learn the curriculum well. Teaching assistants form strong relationships with the pupils they work with. Pupils with SEND develop their confidence and achieve their carefully designed targets for success.

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Pupils live up to the school’s high expectations of their behaviour. They say that they like school and talk about the positive relationships that they form with staff.

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The school provides a range of personal development opportunities. For example, pupils can join the choir and archery club. They hear from visiting speakers including Paralympians, Olympians and people of different faiths who inspire them and help pupils to respect difference. Pupils develop their understanding of active citizenship. They take up roles as playtime leaders and academy councillors. Children in the early years develop an understanding of democracy by voting for the books that they want to read each day.

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Staff raised concerns about their workload prior to the beginning of this academic year. Those responsible for leading subjects were not given sufficient time to fulfil their roles, including in relation to designing and refining their curriculums. The school did not support them in identifying areas for improvement in their subjects. Subject leaders explain that this has changed. They have recently received high-quality training and time to enable them to check how well the curriculum is being taught. At the time of the inspection, they had not had the chance to put this training into practice. Staff explain that their well-being is now considered. They are fully committed to contributing to the continued improvements to the school.

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There have been recent changes to the governing body. Those responsible for governance have begun to hold the school to account about the quality of education it provides. They review the school’s provision and communicate effectively with staff and one another.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, the curriculum does not clearly identify the important knowledge that pupils should learn. As a result, pupils do not have secure knowledge of the subjects that they study. The school should ensure that the curriculum in all subjects identifies what pupils should learn and when so that pupils can build their knowledge.  In some subjects, assessment systems are new. This means that teachers do not systematically check pupils’ learning over time or address gaps in pupils’ knowledge. The school should ensure that new assessment systems are embedded and staff have 12 and 13 November 2024

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the information they need to help pupils to address gaps and misconceptions in their understanding.  Until recently, the school has not given enough consideration to staff workload and well-being. As a result, staff have been unable to perform their roles effectively, for example as subject leaders designing and refining curriculums. The school should ensure that staff have the time and support they need to fulfil their roles.  Until recently, the school has failed to check sufficiently well all aspects of the provision. Consequently, this has previously prevented the school from identifying what needs to improve, to bring about the necessary improvements in the quality of education. The school should ensure that the monitoring and evaluation systems that have been developed recently are enacted and embedded, so that improvements can be made.

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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.

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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). 12 and 13 November 2024

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School details

Dates of previous inspection 22 and 23 February 2023, under section 8 of the Education Act 2005

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Information about this school

 Neither the headteacher nor the deputy headteacher were present in school for the duration of the inspection.  The school is currently being led by an acting headteacher who took up their post in September 2024.  The chair of trustees took up their post in October 2024.  The school is being supported by Lincolnshire Gateway Academy Trust. This trust has put the acting headteacher in place and, since September 2024, has provided a range of resources and support.  The school uses one registered 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years provision). Schools 12 and 13 November 2024

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receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school's education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in the following subjects: early reading; English; mathematics; design and technology and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors met with curriculum leaders responsible for science and geography. They looked at samples of pupils’ work in art and geography, visited lessons in a range of other subjects and spoke with pupils about their learning across the curriculum.  Inspectors met with leaders responsible for pupils’ behaviour and attendance, and pupils’ personal development. They also met with leaders responsible for the provision

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for pupils with SEND.  Inspectors met with the leader responsible for the early years, visited the early years and spoke with children.  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 considered responses received on Ofsted Parent View, including free-text responses. They met with parents in person at the school gates. Inspectors also considered responses to the Ofsted surveys for school staff and pupils.

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Inspection team

Matthew Fearns-Davies, lead inspector His Majesty's Inspector

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Inspection team

Jenny Winfield Ofsted Inspector 12 and 13 November 2024

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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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