Kingsland CofE Academy


Name Kingsland CofE Academy
Website http://www.kingslandceacademy.co.uk/
Ofsted Inspection Rating Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 11 March 2014
Address Werrington Road, Bucknall, Stoke-on-Trent, Staffordshire, ST2 9AS
Phone Number 01782234430
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 475 (51% boys 49% girls)
Number of Pupils per Teacher 24.1
Academy Sponsor St Bart's Multi Academy Trust
Local Authority Stoke-on-Trent
Percentage Free School Meals 32.4%
Percentage English is Not First Language 9.5%
Persisitent Absence 13.4%
Pupils with SEN Support 21.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a larger than average-sized primary school. An above-average proportion of pupils are supported through school action. The proportion of pupils supported at school action plus or with a statement of special educational needs is also above average. The proportion of pupils supported by the pupil premium is well above the national average. The pupil premium is additional government funding for those pupils who are known to be eligible for free school meals, children from service families, and those children who are looked after by the local authority. Most pupils are of White British heritage. 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. The school shares a site with a nursery and children’s centre, which are inspected separately. Many pupils join the school during the academic year in year groups other than the Reception Year. The headteacher took up appointment in October 2012 and the deputy headteacher took up appointment in November 2013.

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because : Pupils’ progress from their individual starting points varies too greatly across the whole school so not all pupils achieve well, particularly in reading and writing. Since the previous inspection, standards attained at the end of Year 6 have declined in writing. Disabled pupils and those with special educational needs achieve lower standards than similar pupils nationally. Expectations of what pupils can achieve are not always sufficiently high. This stops them learning well consistently. Not all lessons start on time. Learning time is wasted distributing resources, such as paper, to be used for learning activities, or it is not made clear what is expected of pupils, thus confusing them. Improvements introduced by teachers responsible for leading literacy and numeracy have not had enough time to demonstrate a sustained impact on pupils’ achievement. The school has the following strengths The headteacher, deputy headteacher and members the governing body have a very clear understanding of what they must do now to make this a good, or better, school. Their good leadership is currently achieving and securing improvements. Standards attained in mathematics at the end of Year 6 have been improved well by school leaders since the previous inspection. Standards at the end of Year 2 have risen yearly in writing since the last inspection. Pupils supported through the pupil premium now attain higher standards than other pupils in the school, because funds to support their achievement were spent very wisely by governors and school leaders. Pupils are polite, courteous and very respectful of teachers and pupils alike; they feel safe, secure and are well cared for in the rich, colourful and vibrant learning environment in the school.