|Name||Kineton CofE (VA) Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 March 2017|
|Address||King John’s Road, Kineton, Warwick, Warwickshire, CV35 0HS|
|Religious Character||Church of England|
|Number of Pupils||189 (55% boys 45% girls)|
|Number of Pupils per Teacher||18.5|
|Percentage Free School Meals||14.8%|
|Percentage English is Not First Language||2.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. Kineton CofE Primary is smaller than the average-sized primary school. Most pupils are White British and almost all speak English. The proportion of pupils supported by the pupil premium is below average. The proportion of pupils who have special educational needs and/or disabilities is below average. The early years provision comprises one Reception class, which children attend full-time. The school meets the government’s current floor standards, which set 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 a good school Strong and resolute leadership has improved outcomes and teaching significantly since the previous inspection. Leaders and governors are highly ambitious and have a clear and precise vision for further improvement. Improvement plans are sharply focused on the school’s main priorities and regular monitoring and evaluation ensure that these are achieved. Leaders have successfully provided high-quality training and support for staff. This has led to better teaching and faster rates of progress. Governors are extremely knowledgeable and contribute significantly to shaping and steering the strategic direction of the school. They provide excellent levels of challenge and support and have an in-depth understanding of how well the school is performing. Leaders use the pupil premium funding exceptionally well. Disadvantaged pupils make good progress due to the effective support they receive. Their personal and social development is also fully considered and opportunities provided to involve them fully in the life of the school. Pupils benefit from and enjoy the wide range of subjects offered. Additional visits, visitors and clubs all enrich the curriculum and provide memorable experiences for pupils. Teaching has improved. Teachers and teaching assistants provide good support for disadvantaged pupils and those who have special educational needs and/or disabilities. However, on occasion, teaching lacks challenge for the middle- and higher-ability pupils, especially in early years and key stage 1. Good opportunities are provided for pupils to discuss their work with partners. However, teachers sometimes provide too much structure and guidance for pupils. This limits their ability to use and develop their own ideas. Pupils make good progress from their starting points. In 2016, standards were above the national average at the end of Year 2 and Year 6. Nevertheless, pupils’ use of grammar, punctuation and spelling are not secure and this affects the quality of their written work. Children in the early years make good progress. This is due to consistently good teaching and effective leadership. Pupils behave well in lessons and around school. Strong relationships generate positive attitudes to learning. However, pupils’ understanding of other cultures and different beliefs needs further development. Pupils enjoy school and are reluctant to go home at the end of the day. Many choose to play on the school field with their friends.