Kelsall Primary and Nursery School

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About Kelsall Primary and Nursery School

Name Kelsall Primary and Nursery School
Ofsted Inspections
Principal Mrs Sarah White
Address Kelsall Primary and Nursery School, Flat Lane, Kelsall, Tarporley, CW6 0PU
Phone Number 01829752811
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 253
Local Authority Cheshire West and Chester
Highlights from Latest Inspection

What is it like to attend this school?

The shared vision that 'no one is left behind' underpins the amazing experience that pupils have at this highly successful school. Pupils have a thirst for learning and strive to meet the high expectations that staff have of them.

Pupils achieve exceptionally well across a broad range of subjects. They leave Year 6 very well prepared for their next steps, both academically and in terms of their excellent understanding of the world around them.

The school encourages pupils to speak up for what they know is right.

Starting in the early years, children learn how to do this in a safe and supportive environment. Pupils develop the self-belief and resilience that t...hey need to learn from setbacks. They encourage others to do the same.

Pupils' behaviour is exemplary. This is because they learn to understand the impact of their actions on others. Pupils relish being part of the 'Kelsall Crew' and do all that they can to make the school a happy and safe place to learn.

Pupils enjoy a vast range of extra-curricular experiences. The school goes to great lengths to find out about and support pupils' talents and interests. All pupils have responsibilities and fulfil their roles with pride.

Pupils spoke with tremendous enthusiasm about their determination to make the school the best that it can be.

What does the school do well and what does it need to do better?

The curriculum enables children in the early years, and pupils across the rest of the school, to build a rich body of knowledge over time. This is because the most important knowledge that pupils need to know and remember is set out clearly.

The order that pupils learn helps them to build on what they already know. Staff use their expertise to identify where pupils can make links between subjects. This helps pupils to deepen their understanding and remember their learning.

Pupils regularly revisit their previous learning and understand how this will help them with their next steps. The school checks pupils' understanding and uses this information to ensure that learning follows on from pupils' prior knowledge. Pupils leave the school with the knowledge and skills that they need to succeed at their next stage.

Corridors are abuzz with pupils sharing their favourite books with a sense of excitement. This is because the school makes reading a priority. From the Nursery classes, children develop the key listening skills that they need to start the phonics programme with gusto.

Children build on this in the Reception Year as they learn the sounds that letters represent. Pupils write with increasing accuracy. They benefit from reading books that match the sounds they know.

Staff have a secure understanding of the approach to phonics. They quickly identify pupils who fall behind with the pace of the phonics programme. These pupils then receive effective support so that they become confident and fluent readers by the end of key stage 1.

Pupils aspire to be 'daring and different'. They have the confidence to take risks, knowing that they learn the most from their mistakes. Pupils gain an impressive understanding of difference and what makes everyone unique.

Starting in the early years, books and resources are carefully chosen to reflect a range of cultures and lifestyles. Pupils have a strong desire that everyone should be treated the same and with equal respect. They have a deep-rooted understanding of fundamental British values.

This prepares pupils well for life in modern Britain.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) well. They make regular checks on the effectiveness of the support that pupils receive.

Consequently, pupils with SEND learn with success.

Pupils' behaviour is exemplary. This begins as soon as children join the two-year-old provision.

Staff encourage them to set high standards for their own conduct and attitudes to learning. Pupils across the school struggle to remember a time when their learning was interrupted. The school's work to improve attendance is highly effective.

Staff appreciate the school's consideration for their well-being and workload. They value the time that they are given to understand changes and adopt new ways of working.

The trust has an accurate view of the school's current effectiveness.

The support and challenge that the trust and members of the governing body provide is highly effective. This makes a considerable contribution to the school's continued success. The school is highly effective in making sure that everyone in the community understands and shares a common goal.

From those responsible for governance through to pupils, there is a deep-rooted desire that pupils should have every opportunity to be the best that they can be. This means that pupils time in school is highly memorable and incredibly successful.


The arrangements for safeguarding are effective.

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