|Name||Kingsacre Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||09 January 2018|
|Address||Greenacre, Braunton, Devon, EX33 1BQ|
|Religious Character||Does not apply|
|Number of Pupils||213 (52% boys 48% girls)|
|Number of Pupils per Teacher||23.0|
|Percentage Free School Meals||5.2%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||19.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. Kingsacre Primary School is smaller than the average-sized primary school. There are seven classes. The proportion of pupils eligible for pupil premium funding is lower than the national average. The proportion of pupils who have SEN and/or disabilities is lower than the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have not responded quickly enough to pupils’ declining progress in writing and mathematics at key stage 2 since the previous inspection. Reasoning and problem solving in mathematics are not firmly established across the school. As a result, pupils do not make enough progress in key stage 2. Governors have not been stringent in holding leaders to account. They have not had an accurate and comprehensive understanding of the quality of education in the school. Pupils who have special educational needs (SEN) and/or disabilities make some progress. However, progress is not routinely strong because the approach to identifying pupils’ needs and monitoring their progress is not sufficiently developed. Teaching is not consistently strong across the school. Teachers’ expectations for writing are not high enough. Pupil premium funding is not used effectively. Disadvantaged pupils are not monitored well enough to ensure that they make consistently strong progress in English and mathematics. Teachers’ planning does not ensure that the most able pupils consistently make enough progress towards achieving the highest standards in writing and mathematics. Leaders’ aspirations for excellent academic outcomes have not been high enough. Performance management of staff has not been used sufficiently to drive up standards. As a result, the monitoring of teaching and learning is not effective. Assessment information of pupils’ progress is not secure. The school has the following strengths The interim and designate headteachers have quickly formed an accurate evaluation of the school’s performance and a clear vision for the future. Pupils are safe. They conduct themselves well and have very positive attitudes to learning. Leaders have nurtured high expectations for social behaviour among pupils and staff, so that respect and courtesy are the norm. Children are safe and well supported in the early years. They make good progress from their starting points. Where children’s starting points are below those of other children of their age, they catch up quickly. The teaching of phonics is effective and a high proportion of pupils achieve a greater depth of learning in reading at the end of key stage 2.