Kinoulton Primary School, located in Nottinghamshire, was inspected on 28 and 29 September 2021. The overall effectiveness of the school was rated as good, maintaining a positive trajectory since its last inspection 15 years ago, when it was deemed outstanding. The school has been exempt from routine inspections due to its previous high rating, resulting in a longer gap between evaluations. The current inspection reflects the school's performance under the latest inspection framework and considers any changes since the last assessment.
The school is characterized by a friendly atmosphere, with pupils expressing satisfaction with their teachers and the high expectations set for them. New students receive a warm welcome, which aids their transition into the school community. Pupils demonstrate enthusiasm for learning and take pride in their work ethic. During the inspection, pupils were observed actively participating in a lunchtime music club, showcasing their determination and engagement.
Lunchtime and after-school clubs are being gradually reintroduced following COVID-19 restrictions, providing pupils with a variety of activities that cater to diverse interests. The school promotes positive mental health through initiatives like the well-being club. Behaviour throughout the school is consistently good, with rare instances of bullying reported. Pupils feel safe and happy, knowing they can approach trusted adults with any concerns.
At the time of the inspection, all classes were engaged in a curriculum focused on rainforests, part of a new thematic approach. Leaders are assessing how well this revised curriculum supports pupils in retaining knowledge. However, this aspect is still under development, and its effectiveness has yet to be fully measured.
The school has recently updated its curriculum in several subjects, integrating history, geography, art, and science under thematic units. While this aims to enrich pupils' knowledge and skills over time, it is still in the early stages, and the impact on pupils' learning is yet to be evaluated. In geography, the curriculum clearly outlines what pupils should learn, but younger pupils sometimes struggle with the complexity of the material.
The mathematics curriculum is well-established and effectively supports pupils' learning from early years through Year 6. Teachers break down concepts into manageable steps and provide timely support to those at risk of falling behind. Pupils express pride in their mathematical achievements.
Reading is prioritized across the school, with leaders emphasizing its importance. A new phonics program has been introduced, and staff are in the early stages of implementation. While most pupils read books that align with their phonics knowledge, some in Year 1 do not, which hinders their development as confident readers.
Children in the early years foundation stage receive a strong start, benefiting from a well-planned curriculum and supportive staff. Pupils with special educational needs and disabilities are fully included in school life, with staff adapting the curriculum to meet their needs.
Pupils' behaviour is commendable, and they understand the school's core values of creativity, collaboration, and curiosity. Leaders and staff effectively promote personal development, with pupils appreciating the importance of respecting differences and learning about various cultures.
Staff feel supported by leaders regarding their workload and well-being, fostering a collaborative environment. The governing body is aware of the pressures faced by staff and regularly discusses well-being in meetings.
The safeguarding arrangements are effective, with the headteacher implementing robust systems to enhance the school's safeguarding culture. Staff are vigilant about concerns, and pupils feel confident in the support they receive.
While the school has made significant strides, there are areas for improvement. The curriculum planning and sequencing in some subjects require further refinement, and the new phonics program needs to ensure all pupils read books that match their phonics knowledge. Leaders are actively working on these aspects to enhance the overall educational experience for pupils.
