Kings Sutton Primary Academy

What Ofsted said

From the inspection on 23 March 2022

Pupils are proud of their rapidly improving school. They like the changes that have been introduced. Pupils said that they have the chance to make a difference to their school again. School councillors can describe how they want to further improve the school. The 'sports crew' organise games for all on the playground. One pupil explained, 'We all look after each other and care about our school. We want to learn.' Around the school the atmosphere is calm and purposeful. Pupils are attentive and focus on their work. Staff listen to pupils if they say that someone has upset them. Leaders record any allegations of bullying, and they meet with parents and pupils to make sure that it is sorted out. Pupils feel that bullying is now rare but is dealt with straight away. They say that all staff care about them and describe this as 'one of the best things about the school'. Teachers have high expectations of what all pupils, including those with special educational needs and/or disabilities (SEND), will know and be able to do. Leaders have developed a new curriculum so that all pupils can gain the knowledge they need before they leave the school.

What the school should improve

• The school's curriculum is not yet sufficiently well planned and sequenced in some subjects. However, it is clear from leaders' actions that they are in the process of bringing this about. Leaders need to complete the process of refining the curriculum in all subjects within their identified timescale. For this reason, the transitional arrangements have been applied.
• In some subjects, curriculum thinking is not fully developed. Leaders have not identified with precision some of the knowledge that pupils need to know, or when they will revisit this. Pupils, including those with SEND, do not always build on what they have learned before. Leaders should continue to refine the curriculum so that staff know what the really important knowledge is that they want all pupils to know. They should check that pupils recall this.
• Some subject leaders have not had the chance to refine and improve the curriculum during its implementation. This means that subject leaders have not made sufficient checks to support staff knowledge and expertise in all curriculum areas. Leaders should ensure that all subject leaders have the opportunity to review these curriculums and further develop teachers' subject knowledge.
• Leaders are developing a curriculum in the early years which prioritises language. However, this is not yet fully embedded. Interactions are not yet routinely used so that children's language is developed during less structured parts of the day. Leaders should make sure that all staff understand how they can develop children's language so that all children can communicate and interact effectively.

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