The monitoring inspection of Kirkby Thore School took place on February 21 and 22, 2024, following its designation as requiring special measures after a previous inspection in March 2023. The purpose of this inspection was to assess the progress made by the school since the last evaluation, rather than to provide an overall effectiveness grade. The inspection involved discussions with the interim headteacher, staff, governors, local authority representatives, and members of the multi-academy trust, as well as classroom visits and reviews of student work and school documentation.
The findings indicate that while progress has been made, further work is necessary for the school to be removed from special measures. The local authority appointed an interim headteacher to lead the school, and this arrangement will conclude in April 2024 when a new headteacher will assume the role. The school is also in the process of joining a multi-academy trust, which is expected to provide additional support.
Significant improvements have been noted in several areas. The school has effectively addressed safeguarding concerns, with staff well-trained and clear procedures established for reporting and recording welfare issues. Pupils feel safe and valued, and they appreciate the supportive relationships with staff. The teaching of early reading has improved, with a structured phonics program in place that benefits younger pupils. However, older pupils who did not benefit from this program still exhibit gaps in their knowledge, affecting their writing quality.
Curriculum improvements have been observed in subjects like mathematics, where pupils are developing a stronger grasp of concepts. However, the overall curriculum development is still in its early stages, and many subjects lack clarity on what should be taught and when, particularly in mixed-age classes. This has resulted in some pupils missing essential knowledge necessary for their learning.
In the early years, while the environment has improved, the clarity of learning objectives remains insufficient, leading to missed opportunities for vocabulary and communication skill development. The school has made strides in identifying and supporting pupils with special educational needs and disabilities, but the effectiveness of this support varies across subjects.
The new behavior policy has positively impacted pupil conduct, fostering an environment of respect and kindness. Pupils generally behave well, showing sustained concentration and engagement in their work. Attendance rates are satisfactory, and pupils are increasingly prepared for life beyond the school, gaining a better understanding of diversity and participating in a wider range of extracurricular activities.
Governance has improved, with governors receiving extensive training that has enhanced their understanding of responsibilities and the school's current position. They are realistic about the challenges that remain while celebrating the successes achieved thus far. Subject leadership has also seen improvements, raising expectations for pupil achievement.
Staff morale is high, with appreciation for the support provided during a period of significant change. They are optimistic about the school's future and the potential for further development. The school has effectively utilized external support from the local authority and the multi-academy trust, leading to tangible improvements across various aspects of school life. The collaborative efforts among leaders at all levels demonstrate the school's capacity and determination to enhance the quality of education for its pupils.
