|Name||Kidsgrove Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||21 November 2017|
|Address||Gloucester Road, Stoke-on-Trent, ST7 4DL|
|Number of Pupils||167 (54% boys 46% girls)|
|Number of Pupils per Teacher||16.9|
|Academy Sponsor||The Shaw Education Trust|
|Percentage Free School Meals||18.6%|
|Percentage English is Not First Language||1.8%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with the Department for Education guidance on what academies should publish. The school became part of the University of Chester Academies Trust in September 2013. University Primary Academy Kidsgrove is smaller than the average-sized primary school. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils who have statements of special educational needs or education, health and care plans is below the national average. The school offers pre-school provision for two-year-olds as well as Nursery and Reception classes. The school met the government’s current floor standards in 2016. These are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is an inadequate school Until this academic year, there has been substantial staffing turbulence at all levels and weaknesses in teaching. The quality of teaching has been highly variable. As a result, pupils have not made enough progress in key stage 2. Many pupils in key stage 2 have made slow progress since they left key stage 1. Consequently, standards have declined. Often standards are below those expected in English and mathematics, particularly for pupils in Years 4, 5 and 6. Standards in reading are low in key stage 2. Pupils lack the skills to understand what they have read. Consequently, they are not well prepared for the next stage of their education. Too many pupils in key stage 2 lack basic skills in spelling, grammar, handwriting and mathematics. Teachers do not pick up basic errors in pupils’ work. As a result, these weaknesses are not being eradicated fast enough. Despite some improvements, teachers still do not know enough about what pupils can achieve. This means that some pupils spend time completing work that they can already do. This slows their progress. Initially, the trust did not support the school well enough to secure strong leadership at all levels. Consequently, leaders in the school were not appropriately supported to improve the quality of teaching. This is now better. The school has the following strengths New leaders know the strengths and weaknesses of the school. They are clear about what they need to do to improve the school. New initiatives are beginning to show impact, including on the quality of teaching. Phonics teaching has improved and standards at the end of Year 1 are now average. Children get a good start in pre-school and the early years. Attendance has improved and is now in line with the national average. Persistent absence is reducing. Behaviour has improved. Pupils are polite and courteous. They have a strong sense of tolerance and inclusion. They are keen to learn. Pupils are safe in school and they are well cared for.