|Name||King Offa Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 January 2020|
|Address||Down Road, Bexhill-on-Sea, TN39 4HS|
|Religious Character||Does Not Apply|
|Number of Pupils||437 (51% boys 49% girls)|
|Number of Pupils per Teacher||22.8|
|Academy Sponsor||Aurora Academies Trust|
|Local Authority||East Sussex|
|Percentage Free School Meals||19.5%|
|Percentage English is Not First Language||6.8%|
|Pupils with SEN Support||8.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
What is it like to attend this school?
Pupils enjoy attending King Offa Primary Academy. They are happy and smile a lot. Pupils report feeling safe in school and most parents agree with their children’s views.
Pupils respect the school values of ‘knowledge, safety, health and equality’. Most pupils behave well, responding to staff’s high expectations. Pupils say bullying occurs very rarely. Whenever necessary, pupils are sensitively and helpfully supported by staff to resolve any concerns.
Leaders expect the very best academic achievement for all pupils. They have ensured that pupils learn a wide range of subjects. Most pupils try their very best in the subjects they study.
Pupils’ achievements are celebrated regularly. Pupils enjoy being named the ‘King’ or ‘Queen’ of the class. This award recognises an individual pupil’s efforts and personal success weekly.
Pupils often present or perform their work to others. For example, through termly and annual events, such as the Paragon celebrations. These are enjoyed greatly by the school and wider community.
Leaders have developed helpful links with a number of community providers. Pupils learn how to help their own and other communities. Pupils benefit from a range of visitors to the school, including the very popular therapy dogs, Moose and Missy.
What does the school do well and what does it need to do better?
Leaders have developed an ambitious curriculum for pupils to study. They have ensured that the topics pupils learn about are sequenced in a logical order. Pupils are taught knowledge and skills that build on what they have learned before. For example, in mathematics, children in the early years use their knowledge of 2D and 3D shape to design and build rockets. Older pupils learn to name, describe and categorise increasingly complex shapes. Teachers use their subject knowledge well to teach lessons that engage most pupils. Pupils enjoy learning.
Pupils with special educational needs and/or disabilities (SEND) receive personalised and group teaching, alongside their other lessons. These help pupils with SEND to become more independent, as well as developing other skills and subject knowledge. Pupils with SEND are very well supported.
Teachers question pupils often to check what they know and remember. For example, teachers use subject quizzes regularly to confirm what pupils know. However, some pupils do not remember what they have been taught well enough. For example, in Year 4 some pupils do not remember the history knowledge they have been taught. Consequently, some pupils do not have the knowledge and skills they need before moving to the next stage of learning.
Children get off to a good start in their education, in the early years. They play and learn together well, in a caring environment. Leaders have recently improved the way in which children learn phonics in Reception. However, some children do not know the expected sounds well enough. As a result, a few children lose focus when they are taught more difficult sounds. Nevertheless, more children than previously are remembering the sounds they need to read and write.
Leaders have created an evident reading culture across the school. In Year 1 particularly, leaders have developed an effective daily routine where pupils are read to, read to each other and to adults. Pupils read often. The few pupils that need to catch up with reading are supported to do so. The support is personalised to their needs. Most of these pupils catch up.
Trustees receive helpful information from school leaders, to understand how the school priorities are being achieved. Trust leaders’ work and partnerships with other trust schools benefit the school’s improvement journey. For example, trust-wide teacher exchanges with schools in the USA support teachers’ professional development. The work of trustees and trust leaders is well placed to support the school further.
Leaders have developed a range of opportunities for pupils to learn how to keep themselves fit and healthy, for example sporting clubs after school and first aid training. Pupils have a good understanding of how to look after themselves and others.
Pupils learn about life in modern Britain. They engage in interesting debates. For example, Year 6 pupils ponder the question ‘Is marriage a choice?’ Pupils respect other people’s views and differences.
Leaders share pupils’ achievement and successes proudly with the local community. Most parents are supportive of the school and the work it does. One parent spoke for many when they commented, ‘This is a very good school, where all pupils are happy.’
The arrangements for safeguarding are effective.
Leaders have developed a culture where pupils’ safety is of the utmost importance. Leaders fulfil their legal safeguarding duties. They train staff to know their safeguarding responsibilities. Consequently, staff know when and how to report any concerns they have about a pupil’s safety. These concerns are followed up promptly.
Leaders work well with other agencies to support vulnerable pupils and their families. They ensure that pupils receive the support they need.Trustees work with school leaders to check regularly that the culture of safeguarding remains effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Although teachers check if pupils know and remember the subject knowledge taught, some pupils do not have the knowledge and skills they need for the next steps of the curriculum. Leaders need to ensure that teachers’ methods of checking what pupils know identify pupils’ gaps in knowledge fully. These gaps should be resolved in order that even more pupils are well prepared for the next steps in the subjects taught.