|Name||Kenley Primary School|
|Ofsted Inspection Rating||Good|
|Address||New Barn Lane, Whyteleafe, CR3 0EX|
|Religious Character||Does Not Apply|
|Number of Pupils||188 (52.7% boys 47.3% girls)|
|Number of Pupils per Teacher||18.3|
|Percentage Free School Meals||24.5%|
|Percentage English is Not First Language||8.2%|
|Pupils with SEN Support||9.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (27 November 2013)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Kenley Primary School is an average-sized primary school. Most pupils are from White British backgrounds. The proportion of disabled pupils and those with special educational needs supported through school action is below average. The proportion supported at school action plus or with a statement of special educational needs is also below average. The proportion of pupils for whom the school receives the pupil premium (additional funding for pupils known to be eligible for free school meals, those looked after by the local authority and those from other groups) is broadly average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress and attainment in English and mathematics. The school receives support from the executive headteacher of Bandon Hill Primary School, Sutton, a National Leader of Education. The school offers breakfast and after-school clubs. These are managed and inspected separately. There is a private nursery on site. This is also separately inspected. There is one class in each year group, other than in Year 1, where there are two.
Summary of key findings for parents and pupils
This is a good school. Standards have risen in the last four years and in mathematics and writing at the end of Year 6 in 2013 were above those usually seen in most schools. Pupils’ progress, including that of more able pupils, has been good over the last three years. Progress was outstanding in Year 6 in mathematics in 2013. Pupils supported by the pupil premium funding make mostly good progress and this is improving. Children in the Early Years Foundation Stage make good, and often outstanding, progress in developing their early learning, as a result of high quality teaching. Pupils enjoy school and feel safe. Behaviour and attitudes to learning are good. Teaching is frequently good, with some that is outstanding. Provision for disabled pupils and those who have special educational needs is improving. The progress made by these pupils is now more consistently good. Governors, senior leaders and managers have been successful in securing improvements in teaching and achievement. The restructured senior leadership team has increased the school’s capacity to improve. Governors have become more confident in challenging school leaders in relation to standards and pupils’ progress. It is not yet an outstanding school because : Pupils do not make as rapid progress, or reach as high standards, in reading as in other subjects. Not enough attention is given to building fluency or confidence, or to promoting reading for pleasure. Good practice in the marking of writing is less evident in other subjects. Pupils do not have enough opportunities to respond to teachers’ marking of their work. Existing plans for the development of additional sporting opportunities do not go far enough in identifying new opportunities for pupils to participate in sport, nor are they sufficiently tied to the development of staff skills.