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Kingsbridge Community Primary School is a nurturing and inclusive place to learn.
Pupils understand the values of community, aspiration, respect and equity. They are kind to each other. Pupils are polite and respectful to adults.
Most parents acknowledge the caring ethos that leaders in school provide. They say that the school is like a big family.
Children in the early years work well together and enjoy learning.
Pupils with special educational needs and/or disabilities (SEND) receive the help they need to learn well.
Leaders have recently made some improvements to the curriculum. However, the quality of education is not consistently strong... across the curriculum.
In some subjects, the curriculum is too new to have an impact on learning. Teachers do not have strong subject knowledge. As a result, pupils do not always learn well.
There are high expectations for behaviour. Pupils feel safe. Bullying is rare, but pupils are confident that if it did happen, it would be dealt with quickly.
Pupils behave well in lessons and there is little low-level disruption.
There are strong relationships between pupils and staff. Pupils feel happy and enjoy coming to school.
What does the school do well and what does it need to do better?
For too long, pupils have not received a good quality of education. Leaders, including those responsible for governance, have been aware of these weaknesses. However, those responsible for governance have not acted quickly enough.
Recently, governors have asked leaders from another trust for help with school improvement. This work has been effective. However, there is still a lot to do.
Leaders have begun to improve the curriculum. In mathematics, leaders have provided training to improve teachers' subject knowledge. Teaching helps pupils to practise mathematical skills effectively.
This helps pupils to know more, do more and remember more over time. As a result, pupils' mathematical learning is strong. However, in other subjects, improvements are at an early stage.
Many subject leaders are new to their roles. The curriculum has only just been introduced and teachers do not have secure subject knowledge. As a result, pupils do not learn well.
Leaders expect pupils with SEND to learn the same curriculum as their peers. Staff know pupils and their individual needs well. They successfully adapt the curriculum and give pupils the right support, including in the early years.
As a result, pupils with SEND learn well. Leaders are relentless in their work with external agencies to support pupils with SEND and their families.
Leaders have prioritised reading.
They ensure that there is a consistent approach to the teaching of phonics. Pupils begin to learn to read as soon as they enter Reception Year. Leaders promote a love of reading, and most pupils talk positively about reading for pleasure.
However, assessment is not used well. When pupils struggle to read, staff do not always identify the gaps that pupils have in their sounds. These pupils continue to make errors.
As a result, some pupils do not read their books fluently. They do not catch up as quickly as they should.
Children in the early years learn well with each other and start to become independent.
Children quickly learn to follow routines. Staff have high expectations of the youngest children. This provides a strong foundation.
Behaviour is positive. There is a calm and respectful atmosphere around the school. Teachers have high expectations.
Pupils are positive and show responsible attitudes towards adults and each other.
Pupils understand the importance of democracy, tolerance and respect. Pupils talk about different cultures and religions.
They passionately believe that everyone should be treated equally, regardless of difference. They are developing into kind and caring citizens. Pupils enjoy taking part in clubs, such as the choir.
However, the range of opportunities for pupils to develop their talents and interests, or to enhance their understanding of life in modern Britain, is not yet fully developed.
Parents told us that staff are friendly and approachable. Staff feel well supported in their roles.
They say that leaders consider their workload and well-being. Staff are proud to work at the school.
The arrangements for safeguarding are effective.
Leaders, including governors, ensure that pupils are safe. All staff, including governors, receive regular training to keep their knowledge up to date. Consequently, they know how to notice and report any safeguarding concerns.
Leaders work well with different agencies to support the most vulnerable pupils and families. Recruitment checks to ensure that adults are suitable to work in school are thorough.
Pupils have a good awareness of how to keep safe, including online safety.
They know the importance of reporting any concerns to adults.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• For those pupils who are struggling to read, staff do not identify gaps in pupils' understanding of phonics. Therefore, misconceptions continue.
As a result, those children do not learn to read as well, and they do not catch up quickly enough.Leaders need to ensure that staff are trained well to deliver and assess the early reading curriculum effectively. ? Leaders' work to improve the curriculum in some subjects is relatively new.
Staff do not have the subject knowledge to implement the curriculum effectively. As a result, pupils do not develop the detailed knowledge and skills they need in every subject. Leaders need to make sure that staff's subject knowledge and understanding improve so that they can implement the curriculum effectively.
• Although some improvements have been made by leaders in school, those responsible for governance have been slow to act to improve the school. As a result, the quality of education is still not good enough. Governors need to ensure that they act swiftly to bring about school improvement.
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