|Name||Kemsley Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 February 2015|
|Address||Coldharbour Lane, Kemsley, Sittingbourne, Kent, ME10 2RP|
|Religious Character||Does Not Apply|
|Number of Pupils||242 (49% boys 51% girls)|
|Number of Pupils per Teacher||22.7|
|Academy Sponsor||Reach2 Academy Trust|
|Percentage Free School Meals||19.1%|
|Percentage English is Not First Language||15.7%|
Information about this school
Kemsley Primary Academy is smaller than the average-sized primary school. Kemsley Primary Academy converted to become an academy on 1 April 2013. When its predecessor school, Kemsley Primary School, was last inspected by Ofsted it was judged to be inadequate overall. The academy is part of the REAch2 (Raising Educational Achievement for Children) Academy Trust. The current headteacher is the second leader of this academy and was appointed in December 2013. There has been a high turnover of staff; staffing from September 2014 is now more stable. The academy is in a federation with Milton Court Primary Academy. This is known as the Grovehurst Federation. There are eight classes, including two part-time Nursery classes and a Reception class. The Reception children attend full time. A small number of children attend the Nursery full time. Most pupils are of White British heritage. There is a small number of pupils from other ethnic groups. Although few pupils speak English as an additional language, there is a higher proportion in the early years classes. The proportion of disadvantaged pupils who are supported by the pupil premium is above average. This is additional government funding to support pupils who are eligible for free school meals or looked after children. There are currently a small number of looked after children at the academy. The proportion of disabled pupils and those who have special educational needs is above average. The academy runs a breakfast club and an after-school club. These are managed by the governing body and are reported on as part of the inspection. The academy meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Achievement is good. From starting points that are often low, pupils make good progress in reading, writing and mathematics. Pupils whose circumstances make them vulnerable and those who are disabled or have special educational needs are very well supported. There is a highly skilled team of teaching assistants who contribute well to this support. Consequently these pupils make good progress. Regular checks by the academy’s leaders have ensured that teaching is improving and is good. Carefully targeted training is provided for all staff. The school’s work to keep pupils safe is outstanding. Pupils say they feel totally safe in school, a view that is strongly supported by parents and staff. Pupils enjoy a wide range of opportunities which develop their confidence and widen their experience. Pupils thrive and develop into confident young people. They are well prepared for the next stage in their education. The headteacher leads the academy very effectively. She is relentless in her drive to bring about lasting improvements. She is absolutely determined to make the academy an exciting and enriching place for learning. Leaders have managed staff performance exceptionally well. This has helped to bring about significant improvements in teaching and achievement. Early years provision is good. As a result of good teaching and leadership, children have a very good start to academy life in the Nursery and Reception classes. Pupils’ behaviour is good. Pupils are happy in the academy and their parents agree. They have positive attitudes towards learning. Leaders and managers, together with governors, are fully committed to providing a high standard of education for all pupils. Their actions are having a positive impact on raising standards and improving teaching. It is not yet an outstanding school because : Systems for marking and assessment in writing are not used well enough by all teachers to move pupils’ learning on quickly enough. The youngest children in the academy are not always able to practise their newly–learnt skills in the outdoor area as this is in need of development.