Kettleshulme St James CofE (VA) Primary School

What Ofsted said

From the inspection on 16 January 2025

Pupils value being part of this welcoming school community. The school makes sure that new pupils receive effective support to settle quickly after they arrive. This is especially true for pupils with special educational needs and or disabilities (SEND). Pupils make many new friends. They develop strong and positive relationships with others. Older pupils are keen to help and support those who are younger. Pupils are proud to belong to 'Team Kett'. They learn to appreciate their own uniqueness, as well as celebrating each other's differences. Pupils of different ages play and learn alongside each other happily. The school ensures that pupils appreciate the school's local environment and community. Pupils enjoy learning about the special features of their rural location. They develop resilience and curiosity as they make effective use of the school's outdoor areas. Pupils embrace new experiences, such as relaxing in a hammock, making tools, building shelters or crafting, using natural materials. The school has high expectations for pupils' academic success. Pupils typically achieve and behave well. They learn how to regulate their feelings and emotions, especially if they are feeling overwhelmed. Pupils are well prepared for their secondary phase of education by the end of Year 6.

What the school should improve

• Teachers are not as familiar with the content of the newly introduced wider curriculums as they are in reading and mathematics. As a consequence, at times, they do not check carefully enough that pupils have learned all that they should. This results in variability in how well some pupils build up their knowledge in different subjects. The school should ensure that it further supports teachers to deliver the curriculum as effectively as possible.
• At times, governors are too easily assured that the school is supporting pupils as well as it can. For example, at times, agreed policies and practices are not adhered to as well as they could be, including how well pupils are supported to focus on their learning. Governors should strengthen their expertise and processes for holding the school to account for key aspects of its work.

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