Kenningtons Primary Academy

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About Kenningtons Primary Academy

Name Kenningtons Primary Academy
Ofsted Inspections
Headteacher Mrs Jo Sawtell-Haynes
Address Tamar Drive, Aveley, South Ockendon, RM15 4NB
Phone Number 01708865663
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 420
Local Authority Thurrock
Highlights from Latest Inspection


There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The headteacher of this school is Jo Sawtell-Haynes.

This school is a single academy trust, which means the trust also has responsibility for running the school. The board of trustees is chaired by Sarah Sayers.

What is it like to attend this school?

Pupils are incredibly positive about their school.

They speak animatedly about the care a...nd support they receive from adults. They love the wide range of opportunities on offer, including regular trips. Pupils spoke with enthusiasm about their visit to the Tower of London, which brought to life their learning about the Tudors.

Adults have high expectations of what pupils should achieve. Pupils respond accordingly. Pupils are, rightly, very proud of how well they do across a wide range of subjects.

Pupils of all ages get along very well together. They develop good friendships and support one another to do well. Pupils show high levels of community spirit.

They look after their environment and each other. Pupils fulfil their leadership responsibilities highly effectively. Some pupils serve their peers healthy food from the salad bar at lunchtime.

Other pupils are responsible for allocating games at playtime or running the school library.

Pupils consistently behave extremely well in lessons and social time. They work hard and enjoy the many opportunities they are given to have fun.

From early years, pupils like to be active. They play very well together. Pupils like participating in sports and games, such as basketball and football.

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

School leaders have worked collaboratively to design an ambitious curriculum that supports pupils to achieve highly from their start in Nursery. The school has high expectations for what pupils should achieve. They have planned a curriculum that meets this ambition.

For example, in history, pupils in Year 2 learn about Africa. They then build on their understanding in greater depth when they learn about the Windrush in Year 6.

Teachers deliver well-designed lessons that ensure pupils develop a secure understanding of the curriculum.

As pupils progress though the curriculum, they develop a deep knowledge and breadth of skills across a wide variety of subjects. Teachers are confident at checking what pupils know and can do. They do this in a variety of ways.

It can include testing before starting a new topic or frequent questioning in class. If a pupil is excelling, teachers provide them with further opportunities to practise their learning. Similarly, if a pupil has difficulty with their learning, adults are quick to spot it.

Staff then provide prompt support to ensure pupils do not fall behind.

From early years, staff skilfully support children to develop their reading. Younger children listen to rhymes and songs.

In Reception, children start to learn phonics from well-trained adults. Pupils quickly gain the skills needed to become confident readers. If anyone falls behind, adults promptly intervene and ensure pupils receive effective intervention to keep up.

Once pupils move beyond the phonics programme, the reading curriculum remains ambitious. Pupils read regularly. They are knowledgeable about a wide range of books and become fluent readers.

The school has effective processes in place to identify pupils with special educational needs and/or disabilities (SEND). Adults provide pupils with appropriate adaptations to lessons where needed. This ensures that pupils build a secure understanding of the topic and do not develop misconceptions.

A small number of younger pupils access a bespoke provision called The NEST. They are given work that is well matched to their needs. They benefit from close adult supervision and support.

Adults ensure pupils achieve well based on their different starting points.

The school has created a culture where education is highly valued. From early years, children are taught effective routines.

They learn to get along well with each other and to manage their feelings. This ensures they are well prepared for Year 1. Pupils are proud of their school and behave exceptionally well.

They are very considerate and display high levels of respect for others. As one younger pupil said, 'We learn about other religions. I am Christian, and she is Muslim.

Everyone gets along really well.' The school benefits from good relationships with parents. This has helped to ensure that pupils' attendance remains high.

The school's provision for pupils' wider development is exceptional. All year groups experience a range of trips which are closely aligned with the curriculum. Visits to an Anglo-Saxon village and the British museum are very popular.

Clubs, such as choir and multi-sports, are well attended. In each year, pupils further enhance their skills by achieving a different accreditation, such as Makaton signing in Year 2 and touch typing in Year 3.

Governors know the school well and provide appropriate support and challenge to leaders.

Staff and parents are extremely positive about the school.


The arrangements for safeguarding are effective.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in June 2014.

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