|Name||Kingsmead Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||09 November 2011|
|Address||Kingsmead Way, London, E9 5PP|
|Religious Character||Does Not Apply|
|Number of Pupils||237 (48% boys 52% girls)|
|Number of Pupils per Teacher||15.4|
|Percentage Free School Meals||45.6%|
|Percentage English is Not First Language||67.1%|
Information about the school
Kingsmead Primary School is average in size. It serves an ethnically diverse community. The number of pupils from minority ethnic groups is very high, with pupils from Black African and Black Caribbean groups making up almost half the school’s population. The remaining pupils come from a wide variety of ethnic groups. Two thirds of pupils learn English as an additional language, with 47 different languages currently spoken in the school. The number of pupils known to be eligible for free school meals is well above average, at 60%. The number of pupils identified as having special educational needs and/or disabilities, including moderate learning difficulties, speech, language and communication difficulties, and behavioural and emotional difficulties, is above average. Since September 2011, the school has entered into informal arrangements with a local primary school for the headteacher to become executive headteacher of both schools. The school has received a number of national awards, including the Quality Mark for Basic Skills, Arts Mark gold, the International Schools Award and Healthy Schools status.
Under the inspirational leadership of the headteacher and senior staff, Kingsmead Primary School has gone from strength to strength since its previous inspection. Every aspect of the school’s provision has improved. Pupils’ attainment has risen to a level that is above average and their achievement over time, from mostly low starting points, is outstanding. The provision in the Early Years Foundation Stage enables children to make a very positive start which is built on as pupils move up through the school. The rich, stimulating curriculum in the hands of skilled teachers inspires pupils’ learning and makes a significant contribution to their outstanding personal development. The school provides a welcoming ethos and promotes a calm, orderly environment in which pupils feel exceptionally safe. Parents report a high level of satisfaction and confidence in the way the school cares for their children. As one wrote: ‘The school is fantastic, my children love coming to school, it’s like a little family, all the staff are friendly and everyone has such a positive attitude towards everything.’ All staff are highly motivated and committed to making a difference to the lives of the pupils. Expectations are high and there is no sense of complacency. Systems are so well embedded that recent changes to leadership roles have not resulted in any loss of drive or energy in the school’s pursuit of excellence. Accurate self-evaluation, based on a wide range of information from regular monitoring, is used to set challenging targets. Meticulous analysis of pupils’ performance ensures that none can slip behind. The work of the inclusion team to identify precisely the needs of pupils and to provide effectively targeted support for them and their families is instrumental in breaking down any barriers to pupils’ successful learning. Almost all pupils, including those with special educational needs, make huge strides in their learning in English and mathematics. Although the proportion of pupils attaining the levels typically expected by the end of Year 6 is above average, the proportion attaining at higher levels is broadly average. The school is aware that there is scope to increase this proportion through targeted teaching that ensures a consistently high challenge. Pupils develop into mature young people who show a strong awareness of the emotional needs of others. They demonstrate the skills for learning and personal qualities that will enable them to make the most of opportunities in the future. The school is at the hub of the community and the sense of community feeling within the school and the immediate locality is exceptionally strong. Relationships are harmonious. Pupils’ friendships with others from a wide range of backgrounds and heritages give them a strong insight into other cultures. They develop a thorough knowledge of global communities but their knowledge of people and places in the United Kingdom is less well developed.