|Name||Kingsfleet Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 March 2019|
|Address||Ferry Road, Suffolk, IP11 9LY|
|Religious Character||Does not apply|
|Number of Pupils||199 (50% boys 50% girls)|
|Number of Pupils per Teacher||28.4|
|Percentage Free School Meals||7.5%|
|Percentage English is Not First Language||6%|
|Pupils with SEN Support||4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is a smaller-than-average-sized primary school. Most pupils are White British. The proportion of pupils who are from ethnic minority backgrounds or who speak English as an additional language is below that nationally. The proportion of pupils who are disadvantaged is below the national average. The proportion of pupils who have special educational needs and/or disabilities is below the national average.
Summary of key findings for parents and pupils
This is a good school The headteacher and deputy headteacher have ensured that teaching is effective, particularly in English and mathematics. As a result, current pupils are making good progress. Pupils enjoy their learning in this supportive, vibrant and purposeful school community. They enjoy excellent and productive relationships with their teachers and with each other. Pupils engage enthusiastically in the wide range of activities that take place throughout the school’s broad curriculum. Pupils behave well. They support each other in their learning and are keen to find out new things and share ideas. They work hard and keep trying if they find something difficult. The school promotes pupils’ personal development and welfare effectively. Pupils show respect for others and demonstrate maturity and self-confidence. They are, and feel, safe at the school. The early years provision is well led and prepares most to make a strong start to key stage 1. Children usually develop their social skills, knowledge and resilience well. Most pupils achieve well by the end of key stage 1, because teachers plan activities that enable pupils to make good progress in many subjects, and particularly in reading and mathematics. Significant improvements in the effectiveness of teaching, learning and assessment over time are ensuring that, overall, current key stage 2 pupils are making good progress. This is particularly so in reading and in mathematics. Teachers use questioning well to identify which pupils need more help, and which are ready to broaden or deepen their learning. Teachers develop pupils’ thinking skills by encouraging them to discuss and debate ideas and issues. Pupils with special educational needs and/or disabilities (SEND) are well supported. Typically, these pupils make good progress from their individual starting points as a result. Some recently appointed subject leaders do not have a clear enough understanding of standards within their areas of responsibility. This makes it hard for them to gauge the extent of progress being made in areas that need improving. Work in subjects other than English and mathematics is too variable in developing pupils’ subject-specific skills and encouraging them to think hard. Too many pupils make careless mistakes in their spelling and use of punctuation and grammar. This sometimes limits the clarity of their written work.