Kingsfield Primary School


Name Kingsfield Primary School
Website http://www.kingsfieldprimary.co.uk
Ofsted Inspection Rating Inadequate
Inspection Date 07 November 2019
Address Burnsfield Street, Chatteris, Cambridgeshire, PE16 6ET
Phone Number 01354692323
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 470 (55% boys 45% girls)
Number of Pupils per Teacher 30.3
Academy Sponsor The Active Learning Trust Limited
Local Authority Cambridgeshire
Percentage Free School Meals 16.6%
Percentage English is Not First Language 10%
Persisitent Absence 11.8%
Pupils with SEN Support 16%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

What is it like to attend this school?

Children who attend Nursery and Reception get off to a good start. They are well looked after and achieve well. Children are given lots of opportunities in an interesting environment which supports their learning. The staff are skilled and know how to help children to develop. Children in the early years clearly enjoy their time at school and learn well. But this is not always the case for pupils in other areas of the school.

Pupils in key stages 1 and 2 are not making enough progress in reading, writing or mathematics. The quality of education is not good enough for pupils to do well enough.

Children learn to read quickly when they start school. This does not continue into key stage 1, where many pupils are unable to read as well as they should. Books are not well matched to pupils’ abilities and, therefore, some pupils struggle with text that is too hard for them. By key stage 2, too many pupils are unable to read fluently and this hinders their learning.

Since the headteacher joined the school in 2017, she has made many improvements to promote pupils’ personal development. Pupils enjoy their trips and visits. Pupils are cared for well and want to learn. Most pupils attend school regularly.

Pupils are polite to adults and each other around school, holding doors open and saying, ‘Good morning.’ Pupils say, ‘We should value everyone, no matter who they are.’

Pupils say that bullying is not a problem. Younger pupils say that behaviour is good but some older pupils are concerned about the behaviour of their classmates at playtime and are not sure that adults deal with issues consistently well. Leaders are working on improving behaviour but improvements are not as effective as they could be.

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

The Active Learning Trust (the trust), governors and school leaders have failed to ensure that progress has been made since the last inspection. They have not had a systematic approach to addressing the areas for improvement that were previously identified. The trust and governors have not been rigorous enough when holding school leaders to account for improving the quality of education.

Leaders have not designed a well-planned curriculum to help pupils develop their knowledge in the range of subjects they study. There is not a clear, consistent approach for pupils to develop and practise their skills and knowledge. Therefore, learning is not always consolidated.

Many of the subject leaders are new to their roles. They have not been givenenough support and training to be able to lead their subjects well. They do not have a clear understanding of how well pupils are learning or what pupils need to do to make progress.

Since the previous inspection, pupils have not achieved well in their tests at the end of key stages. The achievement of pupils has been in the bottom 20% of all schools nationally in reading and mathematics. Pupils’ workbooks show that they are still not provided with a carefully considered curriculum which helps them build knowledge and understanding in reading, writing and mathematics so that they can achieve as well as possible. The impact of leaders’ work to improve the quality of education is not clear. Pupils are not prepared well enough for the demands of secondary school.

In writing and mathematics, too many pupils find the work either too hard or too easy. Leaders have implemented their chosen teaching systems in English and mathematics. Teachers in key stages 1 and 2 are not using the information they have about pupils’ previous learning. Teaching does not enable pupils to learn and remember information well enough.

Leaders have undertaken a great deal of work to improve the support that individual pupils with special educational needs and/or disabilities (SEND) receive. Leaders provide advice and guidance for teachers and support staff but this is not helping pupils with very significant educational or behavioural needs well enough. There is not enough being done to ensure that pupils with SEND can learn effectively in all subjects.

Some pupils do not engage in their learning and end up misbehaving or distracting others in lessons.

Children in Reception and Nursery do well. They have a good start to their education. The early years leader knows exactly what the children need to learn. She considers the needs of the children and their own interests. Staff have the skills to ensure that children learn well, and they enjoy their time at school. Children quickly learn how to read using phonics. They read well for their stage of development and are ready for Year 1.

The headteacher has made the personal development of pupils one of her main aims. She is adamant that pupils should be given every opportunity to understand life in the wider world. The headteacher is enabling pupils to have a range of enrichment experiences to develop an understanding of diversity, faith and culture.

There has been a drive to ensure that pupils have opportunities to develop skills which interest them. Some pupils, including pupils in receipt of the pupil premium funding, are now having individual music tuition. There is also a range of clubs supporting pupils’ interests, such as craft, scrap-booking and the ‘Christmas Club’. All of these are well attended.

Pupils learn about physical and mental health. They know what makes a healthy diet. There are a wide range of sports clubs, for example tag rugby, which are wellattended.

Pupils speak informatively about current affairs and what is shown in the news. Pupils learn about their rights and responsibilities. They enjoy their special roles, including Year 6 lunchtime playground leaders who support activities.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding throughout the school is a priority. The designated safeguarding lead is relentless in seeking appropriate help and support for children and families.

Safeguarding procedures are thorough and are regularly checked by the local governing body. The safeguarding team has a good oversight of the school and the wider community. Staff have a clear understanding of the needs of pupils within their care. They are vigilant and can act swiftly if concerns are raised.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The trust has failed to ensure that the school’s work to improve is effective and timely. It has not been robust in holding leaders to account for the progress and attainment of pupils across the school. The support and challenge for school leaders must be more rigorous so that pupils can learn, achieve more and be better prepared for the next stage of their education. . The quality of the curriculum is weak. Leaders have not planned the curriculum well. They have not focused on ensuring that pupils develop the most important skills and knowledge across a range of subjects. Leaders now have plans. They need to implement these plans and check that the taught curriculum closely matches their intentions. They need to ensure that more pupils gain sufficient knowledge and skills in a wide range of subjects. . Subject leadership is weak. Leaders are unclear about how to improve pupils’ learning in their subjects. This is preventing the school from developing further. The trust must ensure that curriculum leaders are well trained and have clear steps to improve learning in their subjects. . School leaders do not have a well-considered approach to school improvement. The quality of pupils’ learning is not improving swiftly enough. Leaders need to identify the key areas to improve the quality of education and, consequently, pupils’ achievement. . Teachers in key stages 1 and 2 are not trained well enough to ensure that they plan learning effectively so that pupils learn coherently and well. Leaders need to make sure that their assessment system is effectively used throughout the whole school.Although governors are determined to improve the school, they do not systematically hold leaders to account for the quality of education. They need to review their own processes and procedures so that they better monitor the impact of school improvement. They must make sure that leaders are tackling weaknesses in the education of its pupils. . Leaders have not been effective in supporting the educational or behavioural needs of some pupils with SEND. Leaders need to be persistent in tackling some specific incidents of poor behaviour from a small number of key stage 2 pupils during more unstructured times. . Some pupils are easily distracted from their learning. Leaders must make sure that incidents of low-level disruption are reduced. They need to train teachers to develop consistency and coherence in behaviour management. . It is recommended that the school should not appoint newly qualified teachers.