South Kilvington Church of England Academy

What Ofsted said

From the inspection on 3 March 2026

Pupils at South Kilvington Church of England Academy are joyful, eager and polite. They are respectful of each other and of the staff. Pupils feel safe and care for each other. They behave well and attend school regularly. Younger pupils play happily with older pupils. On the rare occasion that bullying happens, it is dealt with promptly by staff. Teachers build warm, positive relationships with pupils, parents and carers. Pupils enjoy their learning and respond well to their teachers. They benefit from a well-considered curriculum enriched with a range of carefully chosen educational visits, including residentials, theatre visits and a programme of sessions in the woodland area. From the beginning of their time at the school, pupils make good progress from their starting points. The youngest children are taught the skills they need to read and write. Pupils’ achievement across school and in national tests and assessments has improved significantly over recent years, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. The vast majority of pupils leave the school ready for their next stage of education. Pupils remember more because of the opportunities provided to regularly recall prior learning. Leaders support staff to identify barriers to learning for pupils. They ensure resources are used to address gaps in pupils' learning. Pupils understand the importance of making a positive contribution to local and national causes, for example through raising money for local charities. Pupils further demonstrate fundamental British values through their daily interactions. For example, they are tolerant and respectful. Pupil voice is valued by leaders who actively provide mechanisms to ensure that all pupils can share their ideas and views. Pupils are proud of the various leadership roles that they hold. These help them to develop their sense of belonging and responsibility and build their confidence.

What the school should improve

• Leaders should continue to ensure that the remaining gaps in foundational knowledge, such as in handwriting, use of capital letters, number formation and pupils' presentation, are addressed.
• Leaders should further embed the resources and strategies in place to support pupils with special educational needs and/or disabilities who have gaps in their learning.
• Leaders should deepen pupils’ knowledge of cultural diversity and other faiths to enable pupils to thrive in modern Britain.

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