|Name||Iford and Kingston Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 February 2019|
|Address||Wellgreen Lane, Kingston, Lewes, East Sussex, BN7 3NR|
|Religious Character||Church of England|
|Number of Pupils||199 (51% boys 49% girls)|
|Number of Pupils per Teacher||22.6|
|Local Authority||East Sussex|
|Percentage Free School Meals||4%|
|Percentage English is Not First Language||4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Over the last few years, the school’s population has grown by approximately one third. It no longer has mixed-age classes, as it did when it was last inspected by Ofsted. There is now one class for each year group, including early years, which includes provision for Reception-aged children only. As a school with a designated religious character, the distinctiveness, ethos and collective worship are inspected separately under section 48. The school’s most recent section 48 inspection took place shortly before this inspection. The report had not been published when this inspection took place.
Summary of key findings for parents and pupils
This is a good school The school has changed considerably over the last few years. The building has been significantly extended and the number of pupils has grown by nearly a third. A helpful balance of long-standing and newer members of the team has helped leaders and staff through this challenging period. Together, they have ensured that the quality of education is good and improving. Teaching is consistently strong across the school. Pupils achieve well as a result. The carefully chosen values that underpin the school’s work are well known by everyone. Pupils have a clear understanding of what these values mean in their daily lives, and most are successful in using them to guide their attitudes and choices. Pupils’ personal development and behaviour are good. However, a very small minority of pupils and parents lack confidence in the effectiveness of the school’s approaches to managing pupils’ conduct and behaviour. Through their past success, leaders and governors have shown that they have the capacity to further improve the quality of teaching, the curriculum and pupils’ outcomes. Recent work to develop mathematics has been fruitful. Mathematics teaching is a notable strength of the school. Leaders and staff have now, rightly, turned their focus to improving writing. Pupils do not make the best possible progress across the school to enable more to reach higher standards in writing. Pupils benefit from a varied and interesting daily diet of teaching and learning. However, the curriculum does not develop pupils’ learning systematically enough in science and subjects other than English, mathematics and science (foundation subjects). Children’s personal development and academic progress get off to an encouraging start in early years. Even so, some aspects of the provision are not of sufficiently high quality for children to achieve as well as they could.