Kingfisher Community Primary School


Name Kingfisher Community Primary School
Website http://www.kingfisher-gst.org
Ofsted Inspection Rating Requires improvement
Inspection Date 04 July 2017
Address Kingfisher Drive, Princes Park, Walderslade, Chatham, Kent, ME5 7NX
Phone Number 01634661540
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 213 (50% boys 50% girls)
Number of Pupils per Teacher 42.6
Academy Sponsor The Griffin Schools Trust
Percentage Free School Meals 29.6%
Percentage English is Not First Language 7%

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is a member of The Griffin Schools Trust. The school is slightly smaller than the average-sized primary school. Pupils are taught in single-aged classes. There is one class in each year group. Most pupils are of White British heritage. An average proportion of pupils are eligible for the pupil premium, which provides additional funding for pupils known to be eligible for free school meals or in local authority care. The proportion of pupils who have special educational needs and/or disabilities is above the national average, although the proportion with education, health and care plans is below national figures. The school provides a breakfast club which is managed by the governing body and formed part of the inspection. The school meets the government’s floor standards, which set the minimum standards for pupils’ attainment and progress. The school uses Medway Autism Group and Information Centre (MAGIC), an independent Medway-based charitable organisation, registration no. 8045437, for alternative provision, which caters for a very small number of the school’s pupils from time to time.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders, including governors, have not ensured that safeguarding administrative procedures are applied consistently. Most pupils’ progress, currently and over time, is variable, particularly in reading and mathematics, and for lower-ability and higher-ability pupils. Teaching is not consistently good. Information about pupils’ progress is not used well to plan learning that meets different pupils’ needs. Pupils’ misconceptions are not corrected consistently well. Pupils are not provided with clear guidance about how to improve their work. Phonics teaching is not consistently good. Pupils do not develop their early reading skills in a timely way. Pupils do not learn deeply across all the areas of the curriculum. There are insufficient opportunities for pupils to apply their reading and mathematics skills in other subjects. The school has the following strengths Leaders and governors demonstrate clear ambition for pupils to succeed. Disadvantaged pupils and those who have special educational needs and/or disabilities make good progress. Pupils behave well in lessons and around the school. Staff know pupils well and relationships are good. Pupils are cared for well. The school provides successfully for pupils’ spiritual, moral, social and cultural development. They are prepared well for life in modern Britain. Pupils and their parents and carers appreciate the wide range of extra-curricular opportunities. Additional government sport funding is used effectively. Teaching in the early years is good. Children make good progress and are well prepared for Year 1. Due to leaders’ effective action, attendance is improving and the number of pupils with persistent absence is falling.