Kingsway Primary School


Name Kingsway Primary School
Website http://www.kingsway.eriding.net
Ofsted Inspection Rating Good
Inspection Date 26 September 2017
Address Fountayne Street, Goole, East Yorkshire, DN14 5HQ
Phone Number 01405763716
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 491 (53% boys 47% girls)
Number of Pupils per Teacher 22.4
Local Authority East Riding of Yorkshire
Percentage Free School Meals 29.5%
Percentage English is Not First Language 29.5%
Persisitent Absence 11.5%
Pupils with SEN Support 7.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Kingsway Primary School is a larger than average-sized primary school. There have been significant changes to the structure of the school’s leadership team since the last inspection. The headteacher was appointed as acting executive headteacher in February 2016, working in school three days per week. She became the full-time headteacher in September 2016. The proportion of pupils who speak English as an additional language is higher than the national average. The proportion of disadvantaged pupils is higher than the national average. The proportion of pupils who have special educational needs and/or disabilities is below that seen nationally. An average proportion of these pupils have an education, health and care plan. The school provides full-time places for children in the Reception classes and part-time places for children in the Nursery. The school meets requirements on the publication of specified information on its website. The school provides out-of-school care in the form of a breakfast club. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics.

Summary of key findings for parents and pupils

This is a good school Since her appointment, the headteacher has taken swift and decisive action to reverse the deterioration in the quality of education provided. As a result of inspirational leadership, the highly effective senior team has made significant improvements by rapidly improving the quality of teaching, learning and assessment to a good standard. Teachers ensure that more accurate assessments of pupils’ prior learning inform their plans to enable individual pupils to make more rapid progress than at the time of the previous inspection. Leadership of the provision for disadvantaged pupils and pupils who have special educational needs and/or disabilities is good, ensuring that pupils’ specific needs are identified early so that appropriate support arrangements can be put in place. Those pupils who join the school speaking little or no English make rapid progress as a result of the effective provision and individual support they receive. The positive relationships between pupils and staff are highly effective in promoting pupils’ personal development. Staff have high expectations of pupils’ behaviour, which is consistently good. The progress of children in the early years has improved dramatically because their starting points are assessed accurately, activities are well designed to meet their varying needs, and teaching is good. Although improving, standards in English and mathematics remain below those expected at the end of key stage 2. The most able pupils are still catching up because of previous ineffective teaching which slowed their rate of progress from key stage 1. The school successfully encourages pupils to read more widely and more often. However, not all staff who teach phonics have had sufficient training to enable them to develop pupils’ early reading skills to the same high standard as the most effective teachers. Most pupils attend school regularly, although there are a minority of pupils whose attendance is not good enough because their parents insist on taking family holidays during the school term. Governors are very supportive and involved in school life. Through robust challenge and support, they make a strong contribution to the school’s ongoing improvements.