Kennington Primary School
phone: 01772 774044
headteacher: Mrs Judy McAteer
233 pupils capacity: 98% full
115 boys 50%
115 girls 50%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 354244, Northing: 431703
- GPS coordinates
- Latitude: 53.78, Longitude: -2.6958
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 23, 2012
- Region › Const. › Ward
- North West › Wyre and Preston North › Garrison
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.3 miles Preston College PR28UR
- 0.4 miles Archbishop Temple School, A Church of England Specialist College PR28RA (758 pupils)
- 0.4 miles Sherburn School PR16AA
- 0.4 miles Moorfield School PR16AA
- 0.4 miles Elms School PR16AU
- 0.4 miles Sir Tom Finney Community High School PR16AA (140 pupils)
- 0.4 miles Acorns Primary School PR16AU (64 pupils)
- 0.5 miles St Gregory's Catholic Primary School, Preston PR16HQ (210 pupils)
- 0.6 miles Holme Slack Community Primary School PR16HP (156 pupils)
- 0.6 miles Moor Park High School and Sixth Form PR16DT (537 pupils)
- 0.6 miles Corpus Christi Catholic High School PR28QY (711 pupils)
- 0.6 miles St Pius X Preparatory School PR28RD (264 pupils)
- 0.6 miles Northlands High School PR16DT
- 0.6 miles St Thoma's More High School PR28QY
- 0.7 miles Deepdale Junior School PR16TD (339 pupils)
- 0.7 miles Deepdale Infants' School PR16TD (320 pupils)
- 0.7 miles Abrar Academy PR11NA (65 pupils)
- 0.8 miles Eldon Primary School PR17YE (181 pupils)
- 0.8 miles Moorbrook School PR23DB (40 pupils)
- 0.9 miles Sherwood Primary School PR29GA (410 pupils)
- 0.9 miles St Clare's Catholic Primary School, Preston PR29HH (249 pupils)
- 0.9 miles Derby School PR24JA
- 0.9 miles Lancashire Education Medical Services PR29HT
- 0.9 miles Preston Muslim Girls' Secondary School PR16QL
Kennington Primary School
Kennington Road, Fulwood, Preston, Lancashire, PR2 8ER
|Inspection dates||14–15 April 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Requires improvement||3|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress and achieve above |
Teaching is good in Key Stages 1 and 2. Staff set
Disadvantaged pupils, those supported through
average standards at the end of Year 6.
work that motivates and engages pupils in their
learning and enables them to make good
the pupil premium, disabled pupils and those who
have special educational needs are well
supported. Any gaps between their attainment
and progress compared with other pupils are
| Pupils enjoy coming to school, behave well and are |
School leaders and the governors have a clear view
Pupils’ spiritual, moral, social and cultural
Parents are very supportive and appreciative of the
keen to learn. Pupils get on very well together and
say they feel very safe and well cared for in school.
of how well the school is performing and where it
can do better. They are working well together to
improve the quality of teaching and further raise
development is well promoted.
| Children do not make as much progress in the |
Expectations of what pupils can achieve are not
early years as they should because learning
activities do not have enough focus and structure.
Information about children’s progress is not used
well enough to challenge them further.
always high enough. Pupils, including the most
able, are not always given work that is hard
enough to enable them to make the best possible
progress and reach the highest standards.
| Staff do not always challenge pupils to deepen their |
Pupils’ achievement in writing is not as strong as it
knowledge and extend their learning enough.
is in reading and mathematics. Pupils have too few
opportunities to write at length in different subjects,
and insufficient attention is paid to accurate
spelling, grammar and punctuation.
Information about this inspection
- Inspectors observed teaching and learning on 15 occasions. One lesson was observed jointly with the
- Meetings were held with school leaders and with five governors, including the Chair of the Governing
Body. Inspectors also met a representative of the local authority.
- Inspectors met two groups of pupils and also spoke informally to other pupils in lessons and during break
- Inspectors looked at the work pupils were doing in lessons and in their books over time. They listened to
pupils read and talked to them about their enjoyment of reading.
- Inspectors observed the work of the school and examined a number of documents concerning pupils’
current achievement and progress, development plans and information about teachers’ performance. They
also looked at records relating to behaviour, attendance and safeguarding arrangements. The minutes of
governing body meetings were also considered.
- Inspectors took account of 17 responses to the online Parent View questionnaire. They also considered 27
responses to the staff questionnaire.
|Robert Birtwell, Lead inspector||Additional Inspector|
|Sheila Loughlin||Additional Inspector|
Information about this school
- The school is smaller than the average-sized primary school.
- Pupils are taught in eight classes from the Reception Year to Year 6, including some mixed year group
classes in the early years and Key Stage 1. The early years provision includes full-time Reception classes.
- Almost three-quarters of pupils are from minority ethnic backgrounds, with the largest groups of Indian
and Pakistani origin.
- The proportion of pupils who speak English as an additional language is well above average, although few
are at an early stage of learning English.
- The proportion of disadvantaged pupils is below average. These are pupils supported by the pupil
premium, which is funding for pupils known to be eligible for free school meals and those looked after by
the local authority.
- The proportion of disabled pupils and those with special educational needs is below average.
- The headteacher joined the school in September 2014, and the deputy headteacher in January 2015. Two
other teachers joined the school in September 2014.
- The school site is shared with Little Acorns Pre-School and Oaks After-school Club. This is inspected
separately by Ofsted.
- The school meets the government’s current floor standards, which are the minimum expectations for
pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
What does the school need to do to improve further?
- Further improve the quality of teaching in order to raise pupils’ achievement, so that more pupils,
including the most able, make the best possible progress, by making sure that:
expectations of what pupils can achieve are always high enough
the work set is always hard enough so pupils, including the most able, are consistently challenged to
make the best possible progress and achieve the highest standards
pupils deepen their understanding and extend their learning more effectively
pupils have more opportunity to write at length across different subjects, with a clear focus on accurate
spelling, punctuation and grammar.
- Improve the quality of provision in the early years by ensuring that:
learning activities always have a clear focus and structure and enable children to make good progress
information about children’s attainment and progress is used more effectively to plan activities to
challenge children to make more rapid progress.
|The leadership and management||are good|
- There have been significant changes in the senior leadership of the school this year. The headteacher, and
the deputy headteacher, lead the school effectively, and are well supported by the senior leadership team,
staff and governors. Their actions are leading to improvements in the quality of teaching and raising
- There are robust systems for checking how well pupils are doing, and school leaders at all levels make
good use of information about pupils’ attainment and progress. They have an accurate view of how well
the school is performing, and where it could improve. For example, they are aware that attainment and
progress in writing is not as strong as in reading and mathematics, and there are effective plans in place
to address this.
- Senior leaders closely monitor the quality of teaching, and check and evaluate pupils’ performance. Middle
leaders are becoming more effective by being actively involved and accountable for the quality of teaching
and pupils’ achievement.
- Any weaker performance or underachievement by pupils is quickly identified and pupils are given extra
help and support if they need it. As a result, all groups of pupils in the school are making good progress,
and any gaps between the performance of the disadvantaged and vulnerable pupils and that of others are
closing. This is an example of the school’s successful promotion of equal opportunities for all pupils.
- School leaders use information about pupils’ attainment and progress to check how well teachers are
performing and to identify where further support or training is needed. Staff have increasing opportunities
to work with other schools and this is helping to improve the quality of teaching.
- Information about pupils’ achievement and the quality of teaching is also used by school leaders when
making recommendations about teachers’ pay.
- The curriculum is well planned, engages pupils effectively in their learning and promotes their good
behaviour. However, there are too few opportunities for pupils to write at length in different subjects, and
there is insufficient focus on spelling, punctuation and grammar, although this focus is improving.
- The curriculum is enhanced by an expanding range of activities, clubs, trips and visits. Year 6 pupils were
greatly looking forward to a forthcoming residential water sports activities trip, and other groups of pupils
have enjoyed visiting museums and nature reserves.
- Pupils mix very well together, and there is a shared appreciation of their different backgrounds, cultures
and beliefs. Pupils are adamant that there is no racism or discrimination in the school. They take on
responsibility in a variety of roles. There is an elected school council, and other pupils act as team captains
and others help in assemblies. These activities contribute to pupils’ good spiritual, moral, social and
- The school has a very clear set of core values that successfully foster good relations, help to prevent
discrimination, and ensure pupils are well prepared for life in modern Britain.
- The school uses the pupil premium funding effectively to support the learning of disadvantaged pupils in
the classroom, in small groups and individually. In addition, it is used to provide extra support for
vulnerable pupils and to encourage participation in after-school activities and trips. The school is also
improving links with parents through parents’ forums. As a result, pupils’ overall attendance has improved,
including that of disadvantaged pupils.
- The additional primary school sports funding has been used to improve provision and pupils’ access to
physical education by improving the skills and knowledge of staff, and enabling pupils to benefit from
specialist teaching. For example, specialist gymnastics coaches take lessons, run activities and train staff.
In addition, the school participates in a wider range of competitions through the local sports partnership.
Consequently, the range of sporting activities has widened and more pupils participate in sports and
- The local authority provides effective support for the school monitoring the quality of teaching and
learning and improving the early years provision.
- The governance of the school:
Governors are increasingly well informed about the quality of teaching and pupils’ achievement. Their
understanding of the use and analysis of data is improving. Their knowledge of pupils’ attainment and
progress and how these are linked to the quality of teaching is strengthening. Governors know how the
pupil premium is spent and the impact it is having on improving the achievement of disadvantaged
There is an effective committee structure, and governors are becoming more actively involved in visiting
the school in a variety of roles. Governors hold the school to account increasingly effectively by asking
searching questions and by setting challenging targets as part of the headteacher’s appraisal. They also
make sure pupils’ achievement and progress are taken into account when making decisions about
teachers’ pay. The school’s finances are sound and well managed. Governors ensure policies, including
those related to safeguarding, meet requirements and are effectively implemented.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good.
- Pupils are keen to do well and have positive attitudes to learning. They are typically attentive and behave
well in lessons so that learning proceeds smoothly.
- School records and discussions with pupils show that behaviour has improved, and poor behaviour is rare.
Pupils say that there is no racist or discriminatory behaviour in school, and that on the few occasions
pupils do misbehave, staff sort it out quickly and effectively.
- Inspectors observed good behaviour in lessons, in assembly and around the school. Pupils are considerate
of one another and are polite to visitors. They mix well and play enthusiastically and safely together
during breaks, and behave sensibly and responsibly in the hall at lunchtime.
- Pupils say that they enjoy coming to school. Consequently, attendance has improved and is now average.
- The school’s work to keep pupils safe and secure is good.
- Pupils say that they feel very safe and are well looked after in school. They have a clear understanding of
different kinds of bullying, including name calling and discrimination. Pupils say bullying is very rare and if
it happened they would report it and are confident that staff would deal with it quickly.
- Pupils know how to keep themselves safe in different situations, and have a good knowledge of issues
related to e-safety.
- All parents who responded to the Parent View survey think that their children are happy and safe in
|The quality of teaching||is good|
- Over time the quality of teaching is good in Key Stage 1 and Key Stage 2. This was confirmed by the work
in pupils’ books and the school’s records of pupils’ progress and checks on the quality of teaching. This
enables pupils from Year1 to Year 6 to achieve well in reading, writing and mathematics.
- Reading is well taught and pupils’ knowledge of phonics (letters and the sounds they make) is increasingly
secure. This ensures pupils make good progress.
- Pupils are well taught in mathematics and this enables them to make good progress.
- Writing is taught effectively, but there are too few opportunities for pupils to write at length in different
subjects, and there is insufficient focus on spelling, punctuation and grammar. Consequently, pupils’
standards and progress in writing are not as strong as in reading and mathematics.
- Staff typically set work to motivate and engage pupils in their learning, and there are good relationships
between pupils and staff. Pupils say that they enjoy lessons because they ‘do things and don’t just listen
to teachers’, and that they get regular homework, as result of which they learn a lot.
- Staff reinforce pupils’ knowledge and check learning for example, Year 3 pupils were effectively challenged
to improve their research skills and make notes about various aspects of Roman life. Different groups of
pupils had different tasks using a variety of sources. As a result, pupils had to think hard about what they
were doing and made good progress. On some occasions, however, staff do not challenge pupils to
deepen their understanding and extend their learning effectively enough.
- The quality of marking and feedback has improved recently, and there is a stronger focus on spelling
punctuation and grammar. Pupils’ work is marked regularly. Staff use praise effectively and give pupils
clear guidance on what they need to do to improve their work. Pupils increasingly respond to this advice
to enhance their achievement.
- Staff typically have clear expectations of what pupils can achieve but they are not always high enough.
Staff do not always make sure the work set is challenging enough to enable pupils, including the most
able, to learn as well as they could and reach the highest standards.
- Teachers, teaching assistants and support staff work well together to help pupils who find learning more
difficult. This includes disadvantaged pupils, disabled pupils and those who have special educational
needs. This helps these pupils to make good progress and achieve well.
|The achievement of pupils||is good|
- Overall, pupils make good progress. From starting points in the Reception Year that are generally around
or below those typical for children’s ages, pupils reach above average standards by the end of Year 6.
- Standards at the end of Key Stage 1 in reading, writing and mathematics have risen since the previous
inspection and were above average in 2014. This shows good progress from pupils’ starting points.
Evidence from observing learning in lessons and analysing pupils’ work confirms that pupils in Year 1 and
Year 2 are currently making good progress.
- Standards at the end of Key Stage 2 have also improved. In 2014, attainment was above average in
reading, writing and mathematics. The proportion of pupils who made the progress expected of them was
close to average in reading and writing, and above average in mathematics. The proportion that made
more than the expected progress was above average in reading and writing, and close to average in
- Inspection evidence and the school’s most recent data show that all groups of pupils are making good
progress and achieving well. Year 6 are on track to achieve improved results this year with a larger
proportion making expected and better-than-expected progress.
- Pupils make good progress in reading because they have opportunities to read regularly and are well
taught. Pupils’ knowledge of phonics (letters and the sounds they make) is improving. The proportion of
pupils who reached the expected standard in the Year1 national phonics check in 2014 was above
- Pupils achieve well in mathematics. They have secure basic numeracy skills and can apply and use their
knowledge to solve practical problems.
- Although pupils achieve well and make good progress in writing over time, the standards they achieve are
typically lower than in reading and mathematics. Pupils have too few opportunities to write at length in
different subjects across the curriculum, and spelling, punctuation and grammar are not developed as
strongly as they might be.
- Disadvantaged pupils eligible for support through the pupil premium achieve well. They receive effective
support if they need it and make good progress. Consequently, any gaps in achievement have been
closing. Disadvantaged pupils in the school make slightly slower progress than other pupils nationally. In
2014, the standards achieved by disadvantaged Year 6 pupils were around two terms behind non-
disadvantaged pupils nationally in writing and mathematics, and almost three terms behind in reading. In
comparison with other pupils in the school they were about two terms behind in writing and mathematics,
and three terms behind in reading. The school’s most recent data show these gaps are closing further this
- The most able pupils achieve well and make good progress. They are increasingly given more challenging
work. However, in common with other pupils they are not always given work that is demanding enough to
enable them to reach the highest standards and make the best possible progress.
- There are few disabled pupils and those with special educational needs in any year group. Their needs are
clearly identified and they receive good quality support. As a result, their achievement and progress is in
line with that of other pupils, and better in some cases.
|The early years provision||requires improvement|
- Most children join the early years with skills and knowledge that are around or just below those typical for
their age. However, this can vary from year to year.
- Children generally make the progress expected of them, although the proportion who achieved a good
level of development at the end of the Reception Year in 2014 was below average. As a result, not all
children are as ready as they might be for the move into Year 1.
- The quality of teaching is not yet consistently good. Learning activities do not always have a clear focus
and structure that enables children to make good progress.
- The recording and assessment of children’s progress is improving, but staff do not always use this
information to plan activities to challenge children further and to make more rapid progress.
- Staff work well to meet the needs of individual children, including disabled children, those who have
special educational needs, those most in need and those for whom the school receives additional funding.
- Children’s behaviour, safety and personal development are good. Children enjoy learning and the early
years provision makes a good contribution to children’s physical and emotional health, safety and well-
being, as well as to their spiritual, moral, social and cultural development.
- Links with parents and nursery providers are improving, and this is helping children to settle more quickly
into the early years provision.
- The leadership and management of the early years requires improvement. However, the early years
leader is new to the post has identified where improvement is needed and has implemented changes that
are beginning to lead to improvement. Staff work well together in partnership with the local authority, and
this is starting to have an impact on improving teaching and raising standards.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||119153|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||244|
|Appropriate authority||The governing body|
|Date of previous school inspection||23 February 2012|
|Telephone number||01772 774044|
|Fax number||01772 787154|