Kettering Park Infant Academy

What Ofsted said

From the inspection on 6 March 2024

Kettering Park Infant Academy is a warm, friendly and inclusive school. Pupils get on well with each other and enjoy playing together. New pupils often arrive. They are welcomed and settle in quickly. The school has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). The vast majority of pupils behave well, both socially and in lessons. Learning is seldom disrupted. Staff help pupils who find it difficult to maintain focus in a busy classroom environment. Pupils are attentive in lessons. They work hard and present their work to a high standard. Bullying is rare. Pupils trust staff to deal with it effectively. Pupils in the 'Rainbow' room access a personalised curriculum for personal growth. They transition to mainstream classrooms when they are ready. All pupils play together during social times and show kindness and empathy towards each other. Pupils enjoy various trips and activities, such as the Reception Year trip to West Lodge Farm, and Year 2 Trip to Shepreth Wildlife Park. Pupils enjoyed the recent visit from the Air Ambulance team. The majority of parents and carers are positive about the school. They value the care and support teachers provide for their children.

What the school should improve

• Sometimes, lesson tasks do not support pupils to understand fully the knowledge and vocabulary identified in curriculum plans. As a result, pupils may not learn and remember key curriculum content long term. The school must ensure that activities are precisely designed to help pupils securely learn content successfully in all classes and subjects.
• On occasions, pupils with SEND do not receive the precise support that they need. The school should further enhance plans to identify the small steps these pupils need to take to improve their learning by providing clear and precise strategies to support teachers and support staff working with pupils with SEND.
• Subject leaders who are new to their roles need continued support to implement, monitor and evaluate their curriculums effectively. Consequently, delivery of the planned curriculum is not as effective as it could be. The school should ensure that there is a focus on building the knowledge and skills of subject leaders through professional development and regular monitoring of school's procedures for checking on the impact of the curriculum.
• Some aspects of the school's work lack strategic oversight. Leaders should ensure that they strengthen their oversight through robust monitoring and evaluation.

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