|Name||Kensington Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 January 2014|
|Address||Brae Street, Liverpool, Merseyside, L7 2QG|
|Religious Character||Does not apply|
|Number of Pupils||514 (49% boys 51% girls)|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||22.2%|
|Percentage English is Not First Language||58.8%|
|Pupils with SEN Support||16%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Kensington is much larger than the average-sized primary school; it has an on-site breakfast club and nursery, both of which were included in the inspection. The majority of pupils come from minority ethnic backgrounds, and a large proportion speaks English as an additional language. There are no major trends in the other languages spoken by pupils. The proportion of pupils supported by the pupil premium is more than double the national average. The pupil premium is funding for those known to be eligible for free school meals, children from service families and children who are looked after by the local authority. The proportion of pupils supported by school action and school action plus is high, although only a very small number of pupils currently have a statement of special educational needs. The school caters for a wide range of pupils with special educational needs and disabilities. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. A large proportion of the pupils in the school arrive in years other than the Nursery or Reception classes, and an equally large number leave partway through school. The school receives support from a national leader of education.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress from their very different starting points, and have their individual needs well met. The school is a vibrant learning environment where all are valued and have the resources and support they need to succeed. Teachers create lessons that are interesting, and the school provides a wide range of additional resources, activities and trips, which greatly enrich pupils’ experiences. Pupils are happy, make friends easily and respect all adults in school. They like school and value learning. Pupils’ behaviour is good and they feel safe in school. The school’s leaders have successfully secured improvements to teaching and to pupils’ progress and attainment, and have maintained these over time. The school continues to improve, and for the first time this year standards met the government’s current floor standards. This is an impressive feat given that a large proportion of pupils join the school late and many do not speak English as their first language. Governors have a good understanding of the school and challenge school leaders to continue to improve every half term, using a comprehensive evaluation of pupils’ progress. It is not yet an outstanding school because : In a small number of lessons, the most able pupils’ progress could accelerate even further, if they knew what to do to reach even higher levels of attainment. Pupils are not given enough opportunities to use the skills they learn in mathematics lessons in other subjects, so that they learn how to apply their mathematical knowledge in other contexts.