Isham Church of England Primary School

Inspection of Isham Church of England Primary School Church Street, Isham, Kettering, Northamptonshire NN14 1HD

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Inspection dates: 28 and 29 January 2025

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The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Lydia Meek. This school is part of Peterborough Diocese Education 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), Ruth Walker- Green, and overseen by a board of trustees, chaired by Andrew Scarborough.

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Ofsted has not previously inspected Isham Church of England Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Isham Church of England Primary School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 28 and 29 January 2025

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What is it like to attend this school?

Pupils are happy and enjoy attending this school. They say they feel safe. Pupils talk with enthusiasm about school life. They are highly motivated to learn.

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What is it like to attend this school?

Pupils’ behaviour and attitudes are excellent. From the early years to Year 6, pupils’ behaviour in class, around the school and at breaktimes is exceptional. Pupils’ relationships with each other and adults are strong and caring. They treat one another with the highest levels of respect and courtesy.

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What is it like to attend this school?

Staff have high expectations. This includes for pupils with special educational needs and/or disabilities (SEND). As a result, pupils concentrate on their learning and achieve well. Pupils value the rewards they earn for doing their best. They have an active voice in the school council. Pupils perform charity work in the local community and take care of the environment. They develop their talents and interests in music and sport. Pupils benefit from a range of visits that includes theatre trips and residentials. Pupils enjoy making a positive contribution to the school as playground leaders and members of the eco council.

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What is it like to attend this school?

Parents and carers overwhelmingly value the work that the school does, a typical comment being, ‘Isham is a lovely school providing a safe and supportive environment for my child.’

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

The curriculum has been carefully designed and is ambitious for pupils, including pupils with SEND. The school has ensured that the knowledge they want pupils to learn has been sequenced logically so that pupils revisit and embed key concepts over time. For example, in the Reception year, pupils learn about movement and balance as well as how physical activity affects their heartbeat and breathing. By Year 3, pupils apply these skills to develop their ball control in invasion games such as football and basketball.

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

Pupils revisit what they have learned through regular memory tasks. This helps pupils know more and remember more. Teachers check to find out what pupils know. In reading and mathematics, for example, teachers identify pupils who have gaps in their learning. These pupils receive extra support that helps them to improve.

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

Reading is a priority at this school. Staff are trained to teach the systematic phonics programme to pupils at an early stage of reading. Daily phonics sessions are highly structured. Pupils read carefully chosen, engaging texts in their English lessons. This helps them develop their knowledge of different genres of fiction as well as non-fiction. Pupils enjoy reading.

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

The school is ambitious for pupils with SEND to achieve well. The school identifies pupils with SEND quickly. Plans to support their learning are clear and teachers use them well. Pupils with SEND access the full curriculum. Teachers adapt their teaching to meet these 28 and 29 January 2025

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pupils’ needs. The school ensures that staff are trained to support pupils in lessons. It seeks appropriate advice from external agencies to support pupils’ specific needs.

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Children in early years have frequent opportunities to play and learn through well-planned activities. Staff prioritise children’s personal, social and emotional development. Children demonstrate their learning by pretending to pack an imaginary rucksack to follow in the footsteps of Ernest Shackleton, playing fairies and wizards or combining conditioner and cornflour to make dough. Through these activities, children learn to be curious, resilient and sociable. Staff engage meaningfully and purposefully with children. Routines are well established.

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Pupils attend regularly. The work the school does with families is improving the attendance of some pupils who are absent from school too often. Pupils’ positive conduct in and around school is exemplary. Staff model good behaviour to pupils at all times. Older pupils with additional responsibilities in school support younger pupils at social times.

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The curriculum provides many opportunities for pupils to experience the world beyond Isham. Pupils learn about healthy relationships. They learn how to keep themselves healthy and safe. Residential visits widen pupils’ horizons and develop their character. Regular debates enable pupils to be tolerant and respectful of difference and of others. However, pupils’ knowledge and understanding of some major faiths are not secure. Pupils speak confidently about British values. The curriculum provides opportunities for pupils to become responsible and thoughtful citizens. Pupils experience a rich programme of activities, such as gymnastics, guitar and Young Voices.

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Governors and members of the trust visit the school often. They understand the school well and hold leaders to account effectively. Their evaluation of the school’s strengths and areas for improvement is insightful. Governors and members of the trust fulfil their statutory responsibilities well. Staff say leaders consider their workload and well-being. Staff enjoy working at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The delivery of the curriculum to develop pupils’ knowledge and understanding of different faiths and beliefs is not working as well as it should. Hence, pupils struggle to appreciate the differences between cultural and religious communities. The school should review this aspect of the curriculum so that pupils have a consistently secure knowledge and understanding of different faiths. 28 and 29 January 2025

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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). 28 and 29 January 2025

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School details

Date(s) of previous inspection Not previously inspected

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Information about this school

 Isham Church of England Primary School joined the Peterborough Diocese Education Trust in July 2017.  Isham Church of England Primary School is an Anglican school. The most recent section 48 inspection, for schools of a religious character, took place in March 2023.  A new headteacher joined the school in September 2024.  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 and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 28 and 29 January 2025

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 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 lead inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The lead inspector met with the CEO, representatives from the board of trustees, members of the trust and local governors.  Inspectors held meetings with leaders responsible for behaviour, attendance, reading, personal development and SEND.  Inspectors carried out deep dives in these subjects: reading, mathematics, history and physical education.  Inspectors visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened to pupils reading to a familiar adult.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

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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 pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime.  The lead inspector took account of the responses from parents to Ofsted Parent View.

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Inspection team

Stephen Long, lead inspector Ofsted Inspector

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Inspection team

Charley Oldham Ofsted Inspector 28 and 29 January 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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