John F Kennedy Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils enjoy being a part of this welcoming and inclusive school. They feel valued and supported to succeed. Staff know pupils well and understand their individual needs. This helps all pupils to feel a strong sense of belonging. Pupils with special educational needs and/or disabilities (SEND), including those who attend the school's specially resourced provision for pupils with SEND, 'The Treehouse', are included in the life of the school and take part in whole-school activities. Pupils enjoy learning and describe school as a fun place to be. They talk enthusiastically about the wider opportunities available to them, including forest school and residential visits. These memorable experiences help pupils to develop confidence, independence and positive attitudes to learning. Pupils are polite to staff and show kindness and respect towards one another. Pupils are happy and settled around the school, and it is clear that staff's knowledge of them as individuals contributes positively to their sense of being safe and included. Pupils know there is always an adult they can talk to if they need help. They say that bullying is not a concern and are confident that staff would deal with any unkind behaviour quickly. While many pupils achieve well by the end of key stage 2, in younger year groups, many pupils have not yet secured the key knowledge and skills needed to access age-related tasks successfully. Leaders are developing how they consistently identify and address these gaps across the school. Through the curriculum, pupils learn how to stay safe online and in the wider community. They are encouraged to be ambitious and discuss their plans for the future, including careers. Pupils are well prepared for life in modern Britain, for example through whole-school assemblies and classroom-based discussions about current affairs.

What the school should improve

• Leaders should continue to strengthen assessment systems, supporting teachers to consistently check pupils' understanding, and use this information to adapt their teaching so that pupils' knowledge is secure. • Leaders should ensure greater consistency across the school in how staff address pupils' gaps in foundational knowledge, so that pupils learn the essential knowledge and skills they need to achieve more highly across the curriculum. • Leaders should refine curriculum design in the wider curriculum by identifying essential knowledge and clear endpoints, so that pupils learn in a well ordered and progressive way and are better prepared for their next steps.

Read the full Ofsted report (opens in a new tab)