Kenley Primary School, located in Whyteleafe, Surrey, underwent an inspection on June 6 and June 12, 2024. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behaviour and attitudes, personal development, and leadership and management. However, the early years provision was rated as good. The head of school is Jacki Keogh, and the school is part of The Collegiate Trust, overseen by CEO Soumick Dey and a board of trustees chaired by Philip Hogan.
Pupils generally express happiness at the school, although their experiences and enthusiasm for learning differ. In the early years, children receive a secure start, engaging well with peers and enjoying their learning activities. The school aims to instill ambition and responsibility in pupils, but this is not consistently applied, leading to varying behaviour across year groups. While pupils generally behave well in the playground and enjoy various activities, there are concerns about behaviour in some classes, which has resulted in an increase in suspensions.
The school has experienced significant changes recently, with the trust actively supporting its development and leadership. Many initiatives are still in the early stages of implementation. The school offers some enrichment opportunities for the community, such as family events and sponsored walks. Pupils study a broad range of subjects, and leaders have identified key content and vocabulary for learning. In mathematics, for example, Year 3 pupils effectively used resources to identify right angles. Pupils also enjoy computing lessons, where they learn coding to create games. However, the implementation of curricular aims is inconsistent across subjects, leading to gaps in knowledge and understanding.
Teaching consistency varies, impacting pupils' ability to build essential skills over time, particularly for those with special educational needs and disabilities. The expectations for the quality of pupils' work fluctuate, and while staff generally possess secure subject knowledge, the identification and addressing of learning gaps are not consistently embedded. National test outcomes in 2023 were low in reading, writing, and mathematics.
The school prioritizes reading, with teachers effectively checking pupils' phonics understanding. Most pupils can blend sounds well, and early years children demonstrate their phonics knowledge in independent writing. Leaders have selected core texts that promote inclusivity, but some pupils are not encouraged to develop independent reading skills actively.
The needs of pupils with special educational needs are not consistently met, with insufficient adaptations to their learning. Recent efforts to identify individual needs more accurately are beginning to help staff support these pupils more effectively. Behaviour issues have been prevalent this academic year, with some pupils disrupting learning, leading to a rise in suspensions. The school has implemented new policies to improve behaviour, but attitudes towards learning remain inconsistent.
Pupil leadership roles have been introduced, with some pupils eager to take on responsibilities, although opportunities for curriculum enrichment are limited. The new leadership team, with support from the trust, has identified key priorities for development, and while some parents have expressed concerns about the school's relationship with them, efforts are being made to improve this.
The safeguarding arrangements at the school are effective. The inspection highlighted the need for the school to ensure that curricular aims are securely implemented across all subjects, address the needs of pupils with special educational needs more effectively, and maintain consistent behaviour management to foster a positive learning environment.
