|Name||Kingsland Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||21 March 2018|
|Address||Aberford Road, Stanley, Wakefield, West Yorkshire, WF3 4BA|
|Religious Character||Does Not Apply|
|Number of Pupils||177 (65% boys 35% girls)|
|Percentage Free School Meals||41.4%|
|Percentage English is Not First Language||19.2%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
Kingsland Primary is a larger-than-average-sized special school for pupils aged 2 to 11 who have a wide range of SEN and/or disabilities. Most pupils are from White British backgrounds and approximately one fifth are from minority ethnic groups. Almost one fifth of pupils speak English as an additional language. The proportion of pupils who are known to be eligible for the pupil premium is much higher than that found nationally. All pupils have a statement of special educational needs or an EHC plan. At the time of its last inspection in November 2011, Kingsland Primary was an average-sized special school on the Aberford Road site in Stanley. There were 66 pupils on roll. Since this inspection, the number of pupils on roll has increased to 172, and the school now operates on two sites: the Stanley site and the Castleford site. The Castleford site was formerly Wakefield Pathways School, which closed and amalgamated with Kingsland Primary School in September 2016.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher, senior leaders and governors have led the school successfully through a period of unprecedented growth and change. The headteacher has made sure that the whole school community has remained resolutely focused on giving pupils the best possible start. The headteacher and senior leaders have a clear and incisive understanding of all aspects of the school’s work. Any areas needing further improvement are identified quickly and tackled effectively. Senior and middle leaders make a strong contribution to the school’s leadership and management. However, some middle leaders have been appointed very recently. At this stage, they are still developing the knowledge and skills they need to be highly effective. Pupils make remarkable progress from their significantly different starting points and, as a result, achieve excellent outcomes. Year 6 pupils leave the school exceptionally well prepared for the next stage of their education. All aspects of pupils’ personal development, behaviour and welfare are promoted well. Pupils make rapid and sustained gains in their social and emotional development. As a result, their confidence grows and they develop the skills they need to be successful learners. Teachers use their excellent subject and specialist knowledge to plan learning activities which promote high levels of engagement and learning. Teaching assistants support individual pupils and groups of pupils skilfully. Teachers assess pupils’ learning consistently well. The headteacher and senior leaders track meticulously the progress pupils make. The school’s approach is highly effective. However, leaders know that it needs to be updated in response to new national policy and guidance. Additional funding is used wisely to help disadvantaged pupils overcome the significant and complex barriers they experience. As a result, they achieve excellent outcomes. The school’s early years provision gives children an exceptionally strong start. The provision is highly responsive to children’s individual needs and starting points. Pupils’ development of communication skills is exceptionally well supported. ‘Communication journeys’ provide essential information about how best to help pupils develop these crucially important skills. Governors are knowledgeable about the school’s effectiveness. The governing body makes a strong and influential contribution to the school’s leadership and management.