Great Kimble Church of England School, located in Aylesbury, Buckinghamshire, underwent an inspection on November 28 and 29, 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision. The headteacher, Clare Lodge, leads the school, which is part of the Great Learners Trust, overseen by interim CEO Lorraine Greco and a board of trustees chaired by Alan Rosen.
This inspection marked the first routine evaluation of the school since it became an academy in January 2018. The previous school was rated outstanding, and the current report reflects a significant shift in performance. The school community is described as happy and vibrant, with pupils feeling supported and listened to by staff. They express confidence in sharing concerns, knowing that staff will address them promptly. Despite this positive atmosphere, the report highlights that pupils' learning does not yet meet the school's high aspirations. There has been considerable staff turnover, and much of the educational offer is new, leading to variable achievement among pupils, particularly those who are disadvantaged or have special educational needs and disabilities.
The school is valued by the community, with parents noting the positive and encouraging ethos. The curriculum is broad and ambitious, with a focus on well-defined knowledge and skills that build over time. Leaders have considered how to support disadvantaged pupils throughout the curriculum, and there is an effective approach to identifying those with special educational needs. However, the report indicates that the school's ambitions for pupils to learn the planned curriculum are not fully realized in practice.
Staff have recently received training to enhance their teaching across all subjects, which has helped some to explain new concepts effectively and check pupils' understanding. However, this consistency is not yet evident across the curriculum. The school is also addressing the legacy of staff turbulence, which has contributed to inconsistent pupil achievement across subjects, including for those with special educational needs who do not receive consistent support.
Reading is prioritized at the school, with most pupils engaging with books that match their phonics knowledge. Staff have been trained to teach phonics effectively, and pupils enjoy a wide range of reading materials. The early years provision is strong, with a well-sequenced curriculum that promotes communication and vocabulary, helping children achieve well and prepare for the next stage of education.
Pupils exhibit polite and considerate behavior, contributing to a respectful school environment. The school maintains a calm atmosphere with clear routines and expectations. Leaders have implemented effective strategies to address attendance concerns, successfully reducing persistent absence rates.
The new leadership team has a clear vision for improvement and is systematically implementing changes across the school. They recognize the need to address the legacy of underachievement and inconsistencies in learning. The governors provide appropriate challenge and support, working with the trust to build capacity for further improvements.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. The report concludes that the curriculum requires further development to ensure consistent learning across subjects, particularly in English and mathematics. Additionally, support for pupils with special educational needs needs enhancement to help them achieve their potential.
