Alexandra Primary School

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About Alexandra Primary School

Name Alexandra Primary School
Ofsted Inspections
Headteacher Mr Robert Waiting
Address Alexandra Road, Kingston upon Thames, KT2 6SE
Phone Number 02085467176
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 465
Local Authority Kingston upon Thames
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are incredibly proud of their school. They describe staff as kind and supportive.

Their opinions are regularly asked for and listened to. For instance, pupils can apply and be elected to be 'Rights Knights' to represent their peers. Staff have extremely high expectations for all pupils.

Everyone understands the school's high behavioural expectations and follow these consistently.

This is a school where pupils are safe and happy. They build respectful working relationships with each other and all staff in the school.

Pupils thrive in this welcoming and caring environment. They love and are committed to their learning.

There is a broad ...range of clubs that pupils take part in.

These range from skateboarding and chess to drama and football. Leaders have made sure that these are made accessible for all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils thoroughly enjoy the many school visits that staff arrange for them.

Pupils in Year 5 and 6 talked about how their residential trips helped them face their fears and made them more confident. Visits to local farms, Hampton Court Palace and the Dragon Boat Race are among pupils' favourite experiences.

What does the school do well and what does it need to do better?

Leaders provide an aspirational curriculum that goes beyond the core knowledge and skills that need to be taught.

High-quality training for staff is made a priority. As a consequence, staff teach all subjects confidently. Staff routinely check pupils' prior knowledge.

They build on this learning, making the links clear. As a result, pupils are fully ready for future content. In early years, staff skilfully build on children's knowledge across all areas of learning.

Staff have strong subject knowledge and present subject matter clearly. They use strategies and resources to develop pupils' vocabulary very well. For example, in mathematics, pupils used the vocabulary they have learned to describe their methods accurately.

Teachers draw on pupils' prior learning, such as their learning about the history of the river Thames and crime and punishment over time, effectively.

All subjects are well sequenced and progressively planned. Staff identify and check pupils' knowledge and understanding effectively.

They make sure that pupils' subject-specific understanding is developed deeply. Leaders have a rigorous oversight of all subjects.

Leaders have made reading a top priority.

Staff teach phonics consistently well. Teachers help to extend more confident readers and support those who may fall behind. Where necessary, pupils receive regular and targeted support.

This helps to make sure that they quickly catch up with their peers. Teachers across the school promote a love of reading. They have carefully chosen books that interest and inspire pupils.

Pupils behave exceptionally well in lessons. Any behaviour that falls below the agreed expectations is picked up immediately and addressed. The school is a wonderful and orderly place where pupils concentrate very well.

This begins in the early years, where children follow routines and instructions. Staff help children to grow in confidence and independence so that they are ready for Year 1.

Staff go beyond the expected to provide pupils with a rich set of experiences.

School visits are closely linked to the curriculum. For example, every year group visits a different place of worship each year. This goes a long way in developing pupils' respect and tolerance of different faiths and beliefs.

Pupils have a strong understanding of how to keep physically and mentally healthy. They learn about healthy relationships and consent at an age-appropriate level. In the Nursery, children learn about how to look after themselves as they grow older.

Pupils with SEND, both in the specially resourced provision and mainstream classes, are supported to access the full curriculum. This is done through appropriate adaptations. The school makes sure that identification processes for pupils with SEND are rigorous.

Staff liaise well with external professionals to ensure that support for pupils with SEND is of a high standard. They review and improve their practice regularly.

Leaders, including governors, are extremely aspirational for all pupils.

They are reflective and aim to keep improving the work they do. Staff are overwhelmingly positive about working here. They said that leaders are caring and approachable and have made appropriate adjustments to their workload to make it manageable.

Parents are overwhelmingly positive about the school and the education their children receive. Governors know their school very well. They provide appropriate challenge and support to leaders.


The arrangements for safeguarding are effective.

Leaders, including governors, make sure that safeguarding is always a priority. All staff receive regular training.

They are aware of national and local issues. Staff know the importance of reporting even the smallest concerns. They know how to make referrals when necessary.

The school liaises well with outside agencies to ensure the best for their families.

Pupils know how to keep safe, including online. They are taught about appropriate, positive relationships.

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