Ofsted conducted a monitoring inspection of Knockhall Primary School on 25 October 2024, following the school's previous graded inspection in June 2023. The inspection aimed to assess the progress made by the school since the last evaluation and to identify areas for further improvement. The current headteacher has been in position since January 2024, and there has been a change in governance with a new chair of the local academy committee appointed in April 2024.
The school has made significant strides in improving its curriculum. Leaders have established ambitious end points for pupil learning, providing clarity on educational goals. The curriculum has been carefully sequenced in most subjects, ensuring that essential knowledge is imparted effectively. The school has focused on a limited number of subjects at a time, allowing for rapid improvement without overwhelming staff. This approach has resulted in staff developing strong subject knowledge, and lesson activities are effectively designed to enhance pupil learning.
However, some subjects are still undergoing refinement, and the school is prioritizing their development to ensure comprehensive improvement across the curriculum. Regular monitoring of lessons and discussions with staff and pupils are being utilized to assess the impact of changes, allowing for ongoing adjustments and support for staff.
A key focus of the school has been the teaching of early reading. Recent improvements have been rapid, including staff training and monitoring, leading to staff becoming proficient in phonics instruction. Activities are well-aligned with the ambitious phonics curriculum, and pupils demonstrate a solid understanding of phonics. Gaps in knowledge are quickly identified, and appropriate interventions are implemented to support pupils in keeping pace with their reading. Despite these advancements, the impact has not yet been reflected in published outcomes, with provisional phonics results for 2024 falling below national averages. Leaders acknowledge the need for improvement in phonics achievement for Key Stage 1 pupils and are taking effective measures to address this.
The school is also committed to enhancing provision for pupils with special educational needs and/or disabilities (SEND). Teachers set clear targets for these pupils and regularly review progress with parents. Staff training has equipped teachers to provide appropriate support, and where this is consistently applied, pupils with SEND achieve well. However, there are instances where adjustments are not as effective, leading to some pupils not reaching their full potential.
Attendance has improved significantly, with overall absence and persistent absence rates now in line with national averages. Nonetheless, persistent absence among disadvantaged pupils remains a concern. The school, with support from the trust, is actively working to improve attendance, and collaboration with parents and external agencies has yielded positive results.
The school has effectively identified necessary actions for improvement and has received strong support from the academy trust and local academy committee. This has led to rapid enhancements, particularly in the quality of education and attendance. Staff have experienced multiple leadership changes, and the school has recognized the importance of providing a consistent approach to staff well-being. As a result, staff are now motivated and inspired by the school's vision, contributing to a positive school environment.
Overall, while progress has been made in several areas, there are still aspects of the school that require further attention to ensure sustained improvement and success for all pupils.
