|Name||Kingsland Primary School (NC)|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 November 2011|
|Address||Bandywood Crescent, Birmingham, B44 9NA|
|Religious Character||Does not apply|
|Number of Pupils||329 (49% boys 51% girls)|
|Number of Pupils per Teacher||20.1|
|Percentage Free School Meals||44.1%|
|Percentage English is Not First Language||7.6%|
|Pupils with SEN Support||22.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is an average-sized school compared to others of its type. Almost all pupils are of White British heritage with a very few representing other ethnicities. The proportion known to be eligible for free school meals is above average. The proportion of pupils with special educational needs and/or disabilities is broadly average. The school moved into a new building three years ago.
This is a good school. Pupils make good progress in all key stages. When they leave at the end of Year 6 attainment is average, representing good achievement from low levels on entry, and they are well prepared for the next stage of education and later life. Outstanding leadership from the headteacher has ensured that the school has improved well since it was last inspected. All strengths have been maintained, and pupils’ progress has improved as a result of good teaching that is more closely targeted to their needs. Some aspects are now outstanding. Key among these are the way that the school has used its links with local community groups and outside agencies to promote parents’ and carers’ engagement with their children’s learning. The school provides an extensive range of opportunities where parents and carers can work alongside their children to better understand how they learn. Many attend workshops and attendance at parents’ meetings, at over 80%, is high. The school is a harmonious and welcoming community. Pupils behave well both in and out of lessons. They learn about and respect each other, and they have an improving understanding of other cultures. Pupils engage well with adults. They are polite, respectful and proud of their work. Care, guidance and support are good. Pupils feel outstandingly safe thanks to a high degree of confidence in the staff to keep them safe at school and to take their concerns seriously. They also know how to keep themselves safe in a variety of situations, especially when using the internet. Staff at all levels provide very clear guidelines, well known by pupils, on how to eat and live healthy lifestyles, and how to access support. The majority of pupils have very helpful targets, with clear guidance on how to attain them. In lessons, information from assessments is generally used well to make sure that individuals find work suitably challenging and that activities promote the skills that the teacher wants the class to learn, although the more-able pupils are not always stretched in their learning with sufficient rigour. Pupils are given plenty of opportunities to choose how they will tackle problems, though teachers do not ensure that all pupils are actively involved in their learning through focused questioning. The school’s leaders, including the governing body, contribute to the school’s good capacity for improvement. This is reflected in the rigorous ways by which they challenge one another in order to improve pupils’ progress and attainment. Self-evaluation identifies the right priorities for improvement. The governing body, together with the senior leaders, has rightly highlighted a weakness in the standards of writing, and a school focus on extended writing is showing early success but has not yet had a sustained impact on attainment.