Pytchley Endowed Church of England Primary School, located in Kettering, Northamptonshire, was inspected on May 4, 2023. The overall judgement remains good, although the evidence suggests that a graded inspection might yield a lower rating if conducted now. Inspectors recommend that the next inspection should be a graded one.
Pupils at the school exhibit enthusiasm for learning and express positive sentiments about various subjects. They are eager to succeed, but the curriculum does not consistently meet the needs of all students. Some areas of the curriculum require further development to ensure all pupils benefit equally. Many students demonstrate politeness, respect, and confidence, and teachers actively promote the school’s values, encouraging qualities such as respect, responsibility, and resilience. The presence of ‘values champions’ among the pupils reinforces these ideals, contributing to their development as well-rounded individuals.
Leadership has raised academic and behavioral expectations for all pupils, including those with special educational needs and disabilities. As a result, students are responding positively to these higher expectations. Staff members know their pupils well and create an environment where students feel safe to share their concerns with trusted adults. This supportive atmosphere contributes to the overall happiness and well-being of the pupils. In mixed-age classes, students generally get along well, and any conflicts are resolved quickly by teachers.
The school offers a broad curriculum, allocating sufficient time to many subjects, which allows for in-depth learning. However, in some foundation subjects, leaders have not adequately considered the time needed for effective teaching, resulting in pupils lacking depth of knowledge and producing work of limited quality. The curriculum for English, reading, and mathematics is well-structured, with leaders identifying essential knowledge and skills that build progressively. While changes are being made to align other subjects with national curriculum standards, subject leaders are still working to pinpoint the most critical knowledge and skills for pupils.
Training for teachers has been prioritized to enhance their teaching methods, which has positively impacted pupils' retention of knowledge across various subjects. However, some teachers' limited subject knowledge in certain areas hampers effective curriculum delivery. Efforts are underway to ensure all teachers possess the necessary subject knowledge to teach effectively across the curriculum.
Leaders have accurately identified the needs of pupils with special educational needs and work closely with teachers to support their progress. The inclusive ethos of the school benefits these pupils significantly. Teachers are proficient in early reading instruction, ensuring that all pupils keep pace with the reading curriculum. Pupils enjoy reading and participate actively in reading activities, fostering a love for books.
The school maintains a consistent approach to behavior management, which pupils perceive as fair. The environment is calm and orderly, with appropriate support for those struggling with behavior. Beyond academics, the school encourages pupils to engage in community activities, such as fundraising for local causes and participating in performances. Parents and pupils appreciate the extracurricular opportunities available, which help develop students' talents and interests.
Leaders are committed to improving the school and the quality of education, prioritizing the interests of children while being mindful of teachers' workload and well-being. The safeguarding arrangements are effective, with staff trained to recognize and respond to potential risks. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in ensuring that all subjects are taught in sufficient depth and that teachers have the necessary subject knowledge to support effective learning.
