Kingsmead Primary School

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About Kingsmead Primary School

Name Kingsmead Primary School
Ofsted Inspections
Mrs Lisa Rutter-Brown
Address Dukes Way, Kingsmead, Northwich, CW9 8WA
Phone Number 01606800170
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 318
Local Authority Cheshire West and Chester
Highlights from Latest Inspection

What is it like to attend this school?

Kingsmead pupils are proud citizens of their school and its local community.

They have a well-informed view of national and global issues. Pupils learn that they can enact change and they are proud to do so. Pupil leaders play a very important role in the school.

For example, the eco-group carefully monitors energy use and helps pupils to reduce food waste in the dining hall. Older pupils, including those with special educational needs and/or disabilities (SEND), are proud of their leadership roles. Even when they find their roles a challenge, they said that they appreciate how they are able to develop important life skills.

Pupils, including those in the years, behave exceptionally well. They are highly respectful to one another. In lessons, they are polite and courteous with staff as well as to one another.

Pupils know that much is expected of them as learners. They enjoy coming to school. As a result, most pupils achieve well and leave school ready for the next stage of their education.

Pupils develop a secure sense of their own identity. They explained why it is so important to take care of themselves. They said that this helps them to look after others.

It is these attributes that enable pupils at this school to be so considerate of others. Pupils leave with the knowledge and confidence that they need to speak up and do what is right, even if this is not always the easiest option.

What does the school do well and what does it need to do better?

The school gives the teaching of reading a high priority.

This begins as soon as pupils start in the early years. Children enjoy daily story time with their teachers and reading with their friends in the reading corner. Well-trained staff deliver the phonics programme effectively.

The school works closely with parents and carers so that they understand how to help their children practise reading at home. Pupils, including those with SEND, read books that are matched to the words and sounds that they know. Pupils who struggle to keep up with the phonics programme are given the support that they need to catch up.

Older pupils are confident, fluent readers. They talked with great enthusiasm about the books and authors that they like. Pupils know that reading helps them to learn well across the curriculum.

In the main, the curriculum is ambitious. In most subjects, the school has identified the important knowledge that pupils should learn. Teachers have secure subject knowledge and make skilful adaptions to activities for pupils with SEND so that they can learn successfully alongside their classmates.

Teachers check that pupils know and remember their learning. They then act promptly to provide pupils with support if needed. Pupils typically achieve well.

In a small number of subjects, the curriculum design does not help pupils to learn as well as they do in other subjects. This is because the school has not thought carefully enough about how key knowledge builds on previous learning and concepts. In these subjects, some pupils do not remember their learning as well as they should.

The school ensures that the needs of pupils with SEND are identified effectively. The expertise of external agencies is utilised to make sure that pupils get the support that they need to learn well.

Pupils' behaviour is exemplary.

Pupils of all ages enjoy playing together outside. Older pupils are responsible and helpful. Throughout school, including in the early years, pupils follow the school rule of being 'useful and kind, unlimited and ready to learn'.

Staff are highly skilled and provide effective support for the small number of pupils who struggle to manage their emotions. The school places a high priority on attendance. Pupils attend regularly and on time.

The school promotes pupils' personal development exceptionally well. Pupils are aware of environmental issues and the actions that they can take to make a difference. For example, pupils are aware that global temperatures are rising.

They said that they choose to walk to school or choose a mode of transport that uses less power. The school takes its role in developing young citizens seriously.

Pupils are articulate.

They discuss different ideas in a mature way. For example, pupils spoke about the difference between equality and equity with understanding. They know that being democratic helps in making fair decisions.

It is an important part of school life to help others. For instance, peer mentors help younger pupils with their work. Mentors said they feel proud when they see that they make a difference in helping younger pupils to learn.

Pupils accept and celebrate difference.

Parents and carers, including those of pupils with SEND, hold the school in very high regard. They said that their children are happy and that staff are caring.

Staff and pupils are well supported by the governing body. Governors know the school's strengths and weaknesses well. Teachers trust leaders to make the right decisions when change is needed.

They appreciate how leaders consider their workload, for example when selecting the new writing curriculum.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum design does not connect key knowledge.

This hampers pupils' ability to understand and remember important ideas over time. In these subjects, the school should refine the curriculum so that it is clear how new knowledge builds on prior learning and concepts so that connections are clear. This is so that pupils know and remember more.

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