Kenninghall Primary School

Kenninghall Primary School

Address: School Close, Kenninghall, Norfolk, NR16 2EJ Unique reference number (URN): 145304

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Leaders have fostered a culture in which pupils receive the effective support they need to thrive. Staff know pupils well and respond quickly and thoughtfully to emerging concerns. In the early years, careful checks help staff spot potential difficulties at an early stage. Leaders draw on expertise from external professionals and use this to refine provision and strengthen staff practice across the school.

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Inclusion Strong standard

The school's approach is characterised by consistency and attention to detail. Staff receive regular training and guidance. This enables them to adapt learning for pupils with a range of needs. Classrooms are organised carefully. Predictable routines, visual prompts and well- considered environments help pupils feel secure and confident. Pupils with special educational needs and/or disabilities participate fully in school life and access the same ambitious curriculum as their peers.

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Inclusion Strong standard

The school provides effective support for pupils who may face additional challenges beyond the classroom. Leaders are reflective and analytical about this. For example, pupils with these extra challenges have valuable opportunities to share experiences, build confidence and take part in activities they might not otherwise access. Leaders review all support regularly and adapt provision when pupils' circumstances change. As a result, pupils receive help that is timely, proportionate and well-matched to their needs.

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Personal development and wellbeing Strong standard

Leaders place a strong emphasis on ensuring all pupils benefit from experiences that broaden their horizons and boost their confidence. Leaders are particularly mindful of pupils who may face additional barriers to participation in school life. For example, pupils who experience anxiety or who are affected by additional caring responsibilities. Leaders provide effective, additional help that is tailored to these pupils' needs. This includes high-quality pastoral support. For example, bespoke social and emotional support sessions. This supports pupils' wellbeing and sense of belonging.

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Personal development and wellbeing Strong standard

The personal, social and health education curriculum is carefully organised and equips pupils with important knowledge for life beyond school. Pupils develop strong understanding of how to keep themselves safe and healthy. Older pupils speak confidently about topics such as healthy relationships, budgeting and the justice system. Pupils learn about democracy, individual liberty, mutual respect and the rule of law. They demonstrate this understanding through the respect they show towards one another and the positive contribution they make to school life.

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Personal development and wellbeing Strong standard

Pupils make the most of the many opportunities available to them. They take on positions of responsibility, including as prefects, house captains and sports captains. Older pupils help to lead aspects of school life and contribute to decision making. These experiences help pupils develop confidence, leadership skills and a sense of responsibility towards others. The school's extensive programme of clubs, trips and enrichment activities enhances pupils' understanding of the wider world. The include whole school events which involve the community and are popular with all. Leaders ensure that these opportunities are available to

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Expected standard

all pupils. Well-established links with the local community further enrich pupils' experiences and help them develop a sense of belonging. Pupils are being prepared well for their next steps.

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Achievement Expected standard

Pupils achieve well across the school. Published outcomes show that, by the end of key stage 2, attainment in reading, writing and mathematics is broadly in line with national averages. Reading outcomes are a particular strength and have remained above national figures in recent years. Phonics outcomes have improved considerably and now reflect the school's effective approach to early reading.

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Achievement Expected standard

Pupils build secure knowledge and skills across the curriculum. In mathematics, pupils develop fluency through regular practice. In English, pupils demonstrate their accuracy in spelling, handwriting and composition. Across a range of subjects, pupils recall important knowledge and use subject-specific vocabulary appropriately. They enjoy reading and being read to. If pupils fall behind in their learning, leaders quickly notice and respond with additional and bespoke learning opportunities. Carefully orchestrated support prepares pupils well for the next steps, whether it be moving up to the next class, or getting ready for secondary school.

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Attendance and behaviour Expected standard

Pupils attend school regularly. Attendance is broadly in line with national figures. Leaders, supported by trust experts, have established a clear and consistent approach to attendance. They analyse attendance closely. Leaders have provided staff with greater confidence when addressing attendance concerns. They have effective strategies in place to help reduce pupils' absence. Leaders work closely with parents and carers to overcome barriers to attendance, to ensure that all pupils spend as much time as possible in school.

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Attendance and behaviour Expected standard

Pupils behave well and show positive attitudes towards their learning. Leaders have created a calm environment in which pupils feel safe and ready to learn. Staff apply the school's behaviour policy fairly and consistently. The school's investment in outdoor play has enhanced pupils' experiences during social times. Pupils understand how to look after one another and bullying is rare. In lessons, pupils listen carefully and participate willingly. Staff make thoughtful adjustments for pupils who need additional support to manage their emotions and behaviour. For example, pupils can access dedicated calm spaces to help them re-focus and quickly return to their learning.

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Curriculum and teaching Expected standard

Leaders have brought clear direction to the school's work on curriculum development. They have introduced an increasingly ambitious approach across English and the foundation subjects, building on existing approaches. This reflects their high aspirations for pupils. The curriculum is well sequenced and lessons support pupils to build their knowledge over time.

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Curriculum and teaching Expected standard

Across the school, pupils learn within well-established routines. This helps pupils focus on learning. Mathematics teaching is coherent and carefully organised. Regular opportunities to revisit and practise key knowledge supports pupils to develop confidence and fluency. Reading lessons enable pupils to quickly learn the sounds that letters make. In subjects such as geography and history, improvements to the curriculum have had a positive impact on pupils' knowledge retention and curiosity about the wider world. Recent changes to the teaching of writing have also had a positive impact. Pupils write at greater length and draw on an increasingly rich range of vocabulary and ideas. Teachers present learning clearly and pupils engage positively with the work they are given. Leaders recognise that some elements of the revised curriculum are at an earlier stage of development, therefore some aspects of teaching do not consistently reflect leaders' intended approach. This means that

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Curriculum and teaching Expected standard

opportunities to deepen pupils' understanding are not always fully realised.

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Early years Expected standard

The early years provision is nurturing, ambitious and gives children a positive start to their education. Staff know children well and respond carefully to their needs. The curriculum is planned in detail to encompass all areas of their learning and development. A carefully chosen range of stories, texts and experiences promotes children's language development and introduces them to broad vocabulary from the start.

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Early years Expected standard

Staff regularly check children's engagement and learning. This supports early identification of children's needs and next steps. Staff use this information to adapt children's learning experiences effectively. This supports children to progress well and fully take part in classroom life. Teaching draws on detailed knowledge of child development alongside specialist expertise in additional needs. This helps children develop independence, confidence and secure foundations in early reading, communication and mathematics. Children engage positively in learning and develop the social skills needed to play and learn alongside others.

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Early years Expected standard

Children's welfare is prioritised. The environment is calm, purposeful and welcoming. Leaders have established clear routines across the provision that help children learn successfully. In a small number of teaching sessions, these routines are not embedded as consistently as leaders intend. This occasionally limits opportunities for staff to identify and address any misconceptions.

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Leadership and governance Expected standard

Since the previous inspection, the school has experienced some changes to its leadership. Leaders have established a clear vision for the school's next stage of development and have identified priorities that reflect pupils' needs and aspirations. Leaders' work across this school and another in the trust has broadened opportunities for collaboration and professional learning. For example, establishing subject teams where subject expertise and curriculum thinking can be shared. This approach supports school improvement. Leaders have acted decisively to strengthen key aspects of the school's work. Recent developments include refinement to the teaching of phonics, an enhanced focus on disadvantaged pupils and the introduction of curriculum approaches designed to secure greater consistency in pupils' learning. Staff understand these priorities and speak positively about the direction of the school. They value the support and professional learning

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Leadership and governance Expected standard

opportunities they receive. They feel that leaders consider their workload and wellbeing when making decisions.

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Leadership and governance Expected standard

The trust provides appropriate challenge and support. Those responsible for governance understand the school's context, strengths and priorities. They use a range of information to evaluate the school's work, including safeguarding, attendance and pupil outcomes. Governors and trustees fulfil their statutory responsibilities effectively and are keenly focused on securing the best possible experiences for pupils.

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Leadership and governance Expected standard

Due to leaders' work, the school has a positive reputation in the community. Leaders have strengthened relationships with key stakeholders, including parents. Leaders recognise that recently established subject leadership structures are at an earlier stage of development. They are continuing to refine quality assurance and curriculum oversight so that teaching is increasingly consistent across all subjects.

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What it's like to be a pupil at this school

Pupils enjoy attending this welcoming village school. They feel safe, behave well and benefit from positive relationships with staff and one another. Pupils know that adults listen to them and help them if they have worries. Bullying is rare. Pupils are confident that staff will deal with any concerns promptly. Children in the early years settle quickly into school life and benefit from a nurturing environment that helps them develop their confidence and independence.

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What it's like to be a pupil at this school

Pupils learn within calm classrooms where clear routines help them focus on their work. They are enthusiastic about their learning, particularly the way the new curriculum acquaints them with exciting and interesting topics. Pupils take pride in what they achieve in school. They develop secure knowledge in all subject areas. They are confident about their next steps, including going to secondary school. Pupils with special educational needs and/or disabilities, and those who face additional challenges, receive the swift and bespoke support they need to achieve alongside their peers. This is due to the high amount of expertise that staff and leaders deploy to support pupils with additional needs.

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What it's like to be a pupil at this school

Pupils play an active part in school life. They contribute ideas, take on responsibilities and enjoy being trusted to help others. Older pupils lead clubs, support younger children and take pride in roles such as prefects. Pupils speak enthusiastically about visits, visitors and events that introduce them to experiences within and beyond their community. They contribute to traditions such as the school fete and maypole dancing and enjoy the sense of belonging these activities create. Due to leaders' careful work and dedication to pupils' friendship and play opportunities, playtimes are a particular highlight of pupils' school experience. Pupils enjoy access to an unusually wide range of activities and equipment. Pupils make the most of these opportunities with enthusiasm and responsibility.

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Next steps

Leaders should ensure that recently introduced curriculum developments in English and the wider curriculum are implemented consistently across all classes, so that pupils benefit fully from the intended approach. Leaders should continue to develop subject leadership, monitoring and quality assurance so that curriculum expectations are implemented consistently across all subjects. Leaders should strengthen and embed routines in early years lessons, including phonics, so that children remain fully engaged and staff can identify and address misconceptions at the earliest opportunity.

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About this inspection

This school is part of Enrich Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Pete Jordan, and overseen by a board of trustees, chaired by Susan Ferguson.

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About this inspection

The executive headteacher took up their role in September 2025.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

The lead inspector spoke with the chief executive officer, the director of education, trustees and members of the local governing body during the inspection. Inspectors also spoke with school leaders, including the headteacher, teachers and pupils.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Alex Seager : Executive Headteacher The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 63% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 69% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 69% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 11.6% 13.0% Close to average

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national average

2022/23 (3 term) 19.0% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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