Kempsey Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Kempsey Primary School Ellsdon, Kempsey, Worcester, Worcestershire WR5 3NT

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Outcome

Kempsey Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher is Bryony Baynes. This school is part of the Hanley and Upton Educational 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 Stow, and overseen by a board of trustees, chaired by Tim Sinden.

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What is it like to attend this school?

Kempsey Primary is a highly inclusive school where everyone is valued. Pupils understand and follow the school’s six ‘character traits’, which include respect and resilience. Pupils say these traits help them focus on how to develop positively as young people. Adults have high expectations that all pupils will achieve their potential. Pupils are successful in their learning. They achieve well. Pupils feel safe and say they are happy in school.

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What is it like to attend this school?

There is a purposeful atmosphere around the school. Pupils focus on their learning well and work hard. Teachers speak calmly with any pupil who loses concentration and offer support to help them regain focus. During social times, pupils mix with others in a calm and orderly manner. Pupils know who to talk to about any concerns they have.

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What is it like to attend this school?

The school places a strong emphasis on pupils’ personal development, including their mental health and well-being. Pupils say they like the wide range of leadership roles they are given such as book buddies, sports leaders and members of the pupil parliament. These roles help pupils understand how to be responsible and make decisions. Pupils speak positively about ‘Active 10’ each morning. They regularly take part in enrichment activities such as jam coding, choir and crochet.

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

The school has designed a highly ambitious curriculum for all pupils. As a result, by the 4 and 5 February 2025

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end of key stage 2, pupils achieve well, particularly in reading and writing. Pupils show high levels of confidence when talking about their learning and achievements. This is a strength of the school.

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In all classes, including the early years, positive relationships between teachers, pupils and parents help pupils to be confident and happy. Children in the early years have an extremely strong start to their school life. Leaders encourage children to learn more and to develop a curiosity about the world. Children and teachers make the most of the special environment they have created.

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The school successfully identifies the key knowledge pupils need to succeed across subject areas. Teachers present new subject matter clearly to pupils and use questions effectively to check that pupils know and remember previous learning. However, sometimes learning is not adapted sufficiently well to reflect pupils’ needs or build on their previous learning. Pupils do not routinely have the opportunity to deepen their knowledge and key skills in some subjects. This can limit how well pupils make progress through the curriculum.

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The school quickly identifies pupils with special educational needs and/or disabilities. Teachers use key information effectively to adapt their teaching to meet those needs. This ensures that pupils access the same ambitious curriculum as their peers. The school has developed strategies to support pupils who are not confident readers. Specialist teaching rapidly addresses weaknesses in pupils’ phonics, grammar and comprehension. However, not all pupils read widely and regularly in school and at home. Some pupils do not take the opportunities to develop and extend their reading. The school continues to seek ways to develop pupils’ wider reading and engage parents in supporting their children to read.

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School attendance is exceptionally positive. The school takes decisive action to support the small number of pupils who are absent. Pupils demonstrate respect for each other during breaktime and lunchtime. They speak enthusiastically about the activities in the playground. These help pupils play together in different year groups and take part in new games.

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The provision for pupils’ personal development is a strength of this school. Pupils’ well- being is at the forefront of the school’s vision. The personal, social, health and economic curriculum is well-designed and sequenced. Pupils learn about topics including healthy relationships and online safety. This prepares them well for the next stages of their lives. Pupils take part in local and national sporting and musical events, as well as hosting the monthly ‘Kempsey café’ to welcome parents and grandparents into school. Pupils also spend time in a local care home, reading to and talking with the residents about their achievements. Pupils appreciate trips and visits which enhance the curriculum, including the Year 6 residential each autumn.

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All leaders, including those responsible for governance, know this school well. They understand how the local context impacts pupils’ learning and attendance. The school effectively reviews and develops all aspects of its provision, including teaching, the curriculum and pupils’ well-being, with a strong focus on safeguarding. Trustees and 4 and 5 February 2025

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governors support and hold the school to account for the decisions taken. The school has implemented a well-thought-out professional development programme, which staff appreciate. The school consults staff well on policy changes and carefully considers their workload, which staff appreciate.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, teachers do not consistently ensure pupils receive the guidance they need to move their learning on. On occasion, some pupils who need extra help do not benefit from the support they need. Other pupils who are ready to be provided with more demanding work do not necessarily receive it. The school should ensure that teachers consistently adapt their teaching so they can move pupils’ learning on at the most appropriate point.  The school develops opportunities for wider reading in school. However, some pupils do not read widely and regularly enough. This means that some pupils do not take every opportunity to develop and extend their reading and understanding of what they are reading. The school should continue to embed wider reading opportunities and engage with all pupils and parents to ensure pupils read regularly.

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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.

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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. 4 and 5 February 2025

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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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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). 4 and 5 February 2025

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School details

Dates of previous inspection 28 and 29 January 2020, under section 5 of the Education Act 2005.

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Information about this school

 The school is part of the Hanley and Upton Educational Trust.  The school does not currently use any alternative provision.

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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 the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector held discussions about the curriculum, visited a sample of lessons, spoke to staff, looked at samples of pupils’ work and talked with some pupils about their learning.  The inspector reviewed a range of school documents. These included information about 4 and 5 February 2025

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pupils’ behaviour, attendance, the school’s curriculum and improvement planning. He also checked the school’s website.  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 observed informal times of the day as part of his evaluation of safeguarding and pupils’ behaviour.  The inspector held meetings with the chair of trustees and the CEO; the chair, vice- chair and two governors of the local governing board; the headteacher and other school leaders; teachers; and pupils. The inspector also talked informally to pupils and staff to gather information about school life.  The inspector considered responses to Ofsted Parent View and the free-text comments.

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The inspector also considered the responses to Ofsted’s online staff survey and pupil survey.

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Inspection team

Stuart Clarkson, lead inspector His Majesty’s Inspector 4 and 5 February 2025

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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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