|Name||Kingfisher Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 September 2019|
|Address||Kingfisher Drive, Princes Park, Walderslade, Chatham, Kent, ME5 7NX|
|Religious Character||Does Not Apply|
|Number of Pupils||210 (51% boys 49% girls)|
|Number of Pupils per Teacher||20.2|
|Academy Sponsor||The Griffin Schools Trust|
|Percentage Free School Meals||30%|
|Percentage English is Not First Language||7.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
What is it like to attend this school?
Pupils told us that they enjoy their learning and life at school. They say that teachers challenge them and encourage them to do well. Learning is interesting and pupils are keen to do their best. The school expects every pupil to do exceptionally well.
Kingfisher is a friendly school. Pupils get on well and respect each other. During the inspection, pupils’ behaviour in all parts of the school was exceptionally good. Pupils say that if anyone misbehaves, teachers are very good at dealing with it. Pupils respond very well to the diamond system of rewards, which they value highly.
Pupils are well supervised throughout the school day and there is always someone to talk to if they have a worry. They say there are no incidents of bullying and they feel safe at school. Behaviour and past bullying incidents have been handled by leaders and staff very well. There have been marked improvements in these areas since the last inspection.
Most pupils take part in at least one club each week. They are physically active every day and there are lots of opportunities to participate in games at breaktimes and lunchtimes.
What does the school do well and what does it need to do better?
The multi-academy trust (MAT) and school leaders have significantly improved the quality of education since the last inspection. They have high aspirations for all pupils, which are shared by the staff.
Leaders are knowledgeable and have planned the curriculum thoughtfully. The MAT has supported leaders and teachers exceptionally well, ensuring that teachers have the skills and strong subject knowledge to teach effectively. The curriculum is well organised so that pupils can remember, and build on, their learning. For example, in science, pupils remember how to make a test fair. They make very good progress through the curriculum. In 2019, pupils’ attainment in reading, writing and mathematics was above the national average at both key stages 1 and 2.
In French and design technology, the clear sequence of learning is not as effectively taught. Pupils’ progress and memory of what they have learned are not as strong.
Leaders give high priority to the teaching of early reading. From the start of Reception, pupils quickly grasp phonics. Pupils are well supported and very few fall behind. Staff read pupils engaging stories, which help them enjoy reading. The books pupils read are well matched to their phonics skills. The school motivates pupils to read often.
Teachers have a secure knowledge of mathematics and teach it well. Leaders have set out what to teach and when, so that pupils build up their understanding overtime. Teachers are good at spotting, and quickly supporting, pupils who may be struggling. For example, as they go around the class, teachers notice which pupils have not grasped new concepts. They draw the class together to go over something again. As a result, pupils enjoy learning mathematics and achieve very well.
Teachers know the pupils very well and provide well for the range of abilities. They support pupils with special educational needs and/or disabilities (SEND) very effectively. They plan next steps in learning carefully and they keep a close eye on how well these pupils are doing. They tailor additional support to meet individuals’ needs, so that these pupils are not left behind.
Pupils develop resilience, confidence and the ability to be independent at Kingfisher. The MAT’s values drive this. The ‘wide horizons’ curriculum, which offers rich experiences, prepares pupils to become responsible, articulate citizens in the world. For example, pupils’ involvement in their own parliament enables them to develop leadership skills and have a say in the direction of the school. They are committed to the school’s values. The school provides a range of festivals and cultural experiences. These support pupils’ sense of respect and their understanding of how people can be different.
The early years provides a stimulating environment. The curriculum is broad and well planned. Children are engaged and quickly become confident and independent. From the start, children learn to play together, take turns and share equipment while playing. Behaviour is very well managed; routines and a calm atmosphere are quickly established. Teachers use their observations of what the children know and can do to plan their next steps carefully. Teachers pay very close attention to children’s different needs and stages of development. Children quickly gain skills in early reading and mathematics and achieve highly in all areas of learning.
The arrangements for safeguarding are effective.
Staff give priority to the safety of pupils. They are sensitive to pupils’ needs and are vigilant in spotting indications that a pupil may be at risk of harm. They quickly refer concerns to the designated safeguarding leaders (DSLs).
DSLs are suitably trained and regularly train staff. They work effectively with outside agencies, ensuring that vulnerable pupils and their families receive appropriate support.
Leaders know the risks pupils face and they teach pupils about them. For example, following a historical incident of online bullying, the school has invited local police community support officers to give regular talks about cyber bullying.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have put in place clear plans designed to ensure progression in learning through all subjects. These have been implemented very effectively in a number of subjects. However, leaders’ stringent checks show that pupils’ subject-specific skills and knowledge are not as well developed in French, design technology and computing as they are in other subjects. Plans that have been thoughtfully developed should be fully implemented in these subjects, so that pupils’ learning and achievement are equally strong across the curriculum. Leaders need to ensure that pupils’ learning is sufficiently consolidated to enable them to achieve the high standards intended.