Kennington Church of England Academy is recognized as a good school, demonstrating a strong sense of community among its staff and pupils. The relationships within the school are warm and supportive, fostering an environment where pupils feel valued and safe. Students express pride in their school, articulating its values of giving, using talents, forgiveness, love, and care. They actively participate in school life, earning recognition through initiatives like the ‘marvellous milkshake’ award, which encourages peer nominations for embodying these values. The headteacher’s awards and values stickers are also worn with pride, reflecting the importance placed on these principles.
Pupils exhibit polite and welcoming behavior towards visitors, confidently discussing what makes their school unique. The school maintains high expectations for behavior, and pupils generally meet these expectations, contributing to a calm and settled atmosphere. While instances of bullying are rare, pupils feel assured that any issues will be addressed promptly by staff. The playground is lively yet orderly, with students engaging positively in their play and learning activities.
The school’s leadership has carefully considered the curriculum, ensuring it is ambitious and tailored to meet the needs of all pupils, including those with special educational needs and disabilities. This planning is particularly effective in core subjects like reading and mathematics, where the necessary knowledge and skills are clearly identified. However, in some foundation subjects, while there is a mapping of skills, the supporting knowledge is not as clearly defined.
In lessons, teachers select activities that align with intended learning outcomes, making thoughtful adaptations to support all pupils. The behavior in classrooms is settled, and students are motivated to learn, often choosing challenging activities that promote critical thinking. Staff employ various methods to assess pupil understanding, using precise questioning and tailored activities to address misconceptions swiftly. End-of-unit assessments are utilized to evaluate long-term retention of knowledge, although this practice is not yet consistent across all subjects, which can lead to gaps in pupils’ recall of essential information.
The teaching of reading is effective, with daily guided reading sessions exposing pupils to diverse texts. Targeted support is provided for those struggling with reading, helping them to become more confident and fluent. The selection of texts is becoming increasingly varied, broadening pupils’ exposure to different experiences and cultures.
Leaders prioritize the holistic development of pupils, implementing a well-structured personal, social, health, and economic curriculum that complements the assembly program. This curriculum reinforces vital messages about safety and health. Pupils take pride in their leadership roles within the school, such as participating in the school council and other advocacy groups.
While leaders are supportive of staff and mindful of their workload, some processes have inadvertently created additional burdens. Efforts are underway to streamline these procedures to alleviate staff workload. The school has effective safeguarding arrangements, with a strong culture of safety. Staff are well-trained to identify and report concerns, ensuring that pupils receive necessary support.
To enhance the quality of education further, the school needs to embed assessment practices in foundation subjects more effectively. This will enable staff to understand pupils’ retention of knowledge over time and inform future teaching strategies. Overall, Kennington Church of England Academy continues to provide a nurturing and effective educational environment for its pupils.
