King’s Meadow Academy

Name King’s Meadow Academy
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 28 January 2015
Address Wakefield Road, Fitzwilliam, Pontefract, WF9 5BP
Phone Number Unknown
Type Primary
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 274 (52% boys 48% girls)
Number of Pupils per Teacher 22.9
Academy Sponsor Waterton Academy Trust
Local Authority Wakefield
Percentage Free School Meals 34.1%
Percentage English is Not First Language 6.2%
Persisitent Absence 23.1%
Pupils with SEN Support 23.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Kinsley is slightly smaller than the average-sized primary school. Children join at the start of the Nursery Year, on either a part-time or full-time basis, and most go on to attend the Reception class full-time. Almost all pupils are from White British backgrounds. Very few speak English as an additional language. The proportion of disadvantaged pupils, those supported through the pupil premium funding, at 53%, is well above that found nationally. The pupil premium is additional funding to support pupils known to be eligible for free school meals and those children who are looked after by the local authority. Disabled pupils and those who have special educational needs make up 12% of the school population. This is below the national average. The proportion of pupils who join and leave the school at times other than the normal starting point is above average. The school does not meet the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6. Since the school was inspected in 2013, there have been a number of changes in staffing. An external review of the governing body has taken place. The school holds a daily breakfast club for its pupils. Two pre-school groups for parents and toddlers, run by the school, meet weekly. The school will become part of the Wakefield City Academy Trust on 1 May 2015.

Summary of key findings for parents and pupils

This is a good school. Kinsley is a rapidly improving school. The commitment and determination of the headteacher have united staff and governors in the successful drive to bring about improvements since the previous inspection. Following a period of changes in staffing, the quality of teaching is now good. This is as a result of the high expectations of leaders and managers alongside effective checks on how well all staff are performing. Current levels of progress in reading, writing and mathematics are accelerating in all classes as a result of stronger subject leadership, effective training and the exemplary marking of pupils’ work. Governors know the school well and check on its work regularly through frequent visits to the school as well as more formal committee meetings. Staff promote trusting relationships with pupils. Pupils, including those with more complex needs, develop self-confidence, behave well and work hard in lessons. Pupils are polite and friendly and happy at school. They feel safe in school a view that is endorsed by parents. Children progress well in the early years where they are enthused by good teaching and many exciting learning opportunities. It is not yet an outstanding school because : In spite of the good progress pupils make, attainment in national tests is not yet in line with national averages at the end of Years 2 and 6. Gaps between the achievement of disadvantaged pupils in the school and other pupils nationally still exist. There are limited opportunities to involve parents in their children’s learning, particularly in reading. Teaching overall is not yet outstanding. There are occasions when the level of challenge is too high as well as too low. The school’s grounds are not being used to their full advantage to further pupils’ learning.