Kimpton Primary School

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About Kimpton Primary School

Name Kimpton Primary School
Ofsted Inspections
Headteacher Mr John Ferguson
Address High Street, Kimpton, Hitchin, SG4 8RB
Phone Number 01438832394
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 176
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Kimpton Primary have the 'K factor'.

Pupils enjoy coming to school and love learning. Pupils behave well in lessons and throughout the school day. There is a respectful culture in the school.

Pupils have positive relationships with each other and staff. Pupils show pride in their work. They are engaged in their learning because it is relevant and meaningful to them.

Pupils meet the high expectations staff have for them. Staff encourage pupils to take on responsibilities such as being members of the pupil parliament and the eco or fair-trade committees. Pupils are taught leadership skills, how to represent their class's views and about what could mak...e the world a better place.

Pupils report that bullying rarely happens and if it does adults deal with it quickly. Pupils feel safe and know whom to talk to if they are worried.

Parents recognise how well leaders have improved the school.

Comments made that summarise what parents said include 'The school continues to go above and beyond expectations', and that the school 'is an incredible asset to the local community'.

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

Leaders and staff have worked well together to improve the quality of education since the previous inspection. There is an ambitious, well-planned curriculum that is being delivered effectively in most subjects.

Leaders make sure teachers adapt their planning to meet pupils' needs. In a few subjects, such as art and geography, the implementation of the new plans is still at an early stage.

Pupils achieve well in most subjects.

Teachers adapt the carefully designed plans to effectively meet the needs of pupils. Staff skilfully use assessment to check for any gaps in pupils' learning. Pupils show they can use their prior learning before moving on to the next lesson.

However, there are occasions where staff lack subject knowledge and confidence in how to deliver plans effectively. In these cases, pupils are not achieving as well as they could.

Leaders have ensured that younger pupils get off to a good start with their reading.

Staff are well trained and able to use effective strategies to help pupils learn to read well. Pupils love reading, even the few pupils that find reading difficult. A clearly structured reading curriculum is in place.

This begins in Nursery. When pupils enter the Reception class, they learn the sounds that link to letters. Staff choose books for pupils that are well suited to their stage of development.

This supports pupils to become fluent readers. Leaders check closely to ensure pupils do not fall behind. If pupils do, they are swiftly supported to get back on track.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) are able to successfully access the same ambitious curriculum as other pupils. Staff identify needs accurately and the support given is specific to each pupil. Pupils with SEND remember their learning and use new knowledge, including vocabulary, well.

All staff understand and apply the 'K factor' behaviour system. This, alongside the range of wider opportunities offered to develop pupils' personal development, leads to a highly motivating and aspirational culture in the school. Pupils show kindness and consideration to others.

Where a few pupils are particularly vulnerable, leaders have ensured effective strategies are in place so that pupils can continue to learn successfully. Through assemblies and time for reflection, pupils understand about healthy relationships, and the difference between right and wrong.

Governors have supported leaders and hold leaders to account to ensure they have effectively addressed the areas for improvement from the last inspection.

Governors have high expectations and challenge leaders if actions are not followed up promptly. Governors and the local authority ask challenging questions to hold leaders to account for the quality of education. This has successfully contributed to the improvements leaders have made.


The arrangements for safeguarding are effective.

Pupils say that they feel safe in school. The thoroughly planned personal, social and health education (PSHE) curriculum ensures pupils learn about bullying, harassment, online safety and mental health.

Pupils can talk about these aspects with confidence.

Staff are well trained and understand the risks and challenges pupils and families may face.

Leaders maintain detailed records.

Leaders work closely with other agencies to keep vulnerable pupils safe. Leaders follow up concerns repeatedly until pupils and families receive the support they need. Leaders are in the process of combining information held on safeguarding, SEND and behaviour to make the accessing of information easier and even more precise.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have ensured that the ambitious curriculum is delivered well and adapted to meet pupils' needs in most subjects. However, this is not the case in a few subjects, such as art and geography. Leaders need to ensure staff have the skills, knowledge and confidence to deliver the curriculum plans across all subjects so the quality of education is equally effective in ensuring pupils achieve well throughout the curriculum.

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