Keston Primary School


Name Keston Primary School
Website http://www.kestonprimary.org.uk/
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Keston Primary School, Keston Avenue, Old Coulsdon, CR5 1HP
Phone Number 01737555103
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 467 (49.5% boys 50.5% girls)
Number of Pupils per Teacher 21.8
Academy Sponsor Pace Academy Trust
Local Authority Croydon
Percentage Free School Meals 11.3%
Percentage English is Not First Language 5.6%
Persisitent Absence 4.6%
Pupils with SEN Support 7.1%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (06 June 2013)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about this school

This is a larger than average-sized primary school. Children in the Nursery attend in the mornings although a third elect to stay full time into the afternoon. The proportion of pupils receiving support through the pupil premium funding, which is the extra government support for pupils who are known to be eligible for free school meals, looked after children and those from service families, is below average. Currently there are no children looked after or pupils from service families in the school. The proportion of disabled pupils and those with special educational needs supported at school action is below average, while the proportion supported at school action plus or with a statement of special educational need is above average. The majority of children are from a White British background. The proportion of pupils from minority ethnic backgrounds or who are learning English as an additional language is below average. The school provides a breakfast club. The school meets the government’s current floor targets, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. By the time pupils leave school standards are typically above average and they make good progress in reading, writing and mathematics. The headteacher has developed the role of senior leaders effectively in improving the quality of teaching and pupils’ achievement. Disabled pupils and those with special educational needs and those eligible for pupil premium funding achieve particularly well. Children in the Early Years Foundation Stage settle in well and go on to make good progress. Teaching is typically good and some is outstanding. Teachers have good subject knowledge and support staff are skilled in supporting pupils to make good progress. The provision for and teaching of reading is strong across the school. This enables the least able pupils to catch up quickly and make good and in many cases even better progress. Pupils enjoy coming to school. This is reflected in improved behaviour and rising attendance which is now above average. Pupils say they feel safe in school. The headteacher and governors are clear in their ambition to achieve the highest outcomes for all pupils. Senior leaders are constructively challenged and supported to do this by the experienced and well-informed governing body. It is not yet an outstanding school because: Teachers do not always check and adjust tasks and questions to fully extend pupils’ learning. This means that pupils are not fully challenged to make rapid progress throughout the lesson. Pupils do not have enough time to improve their work and demonstrate what they know and can do independently. The middle layer of leaders is not making sure that the school’s strategies for accelerating pupils’ progress through marking are consistent.