|Ofsted Inspection Rating||Good|
|Inspection Date||12 November 2014|
|Address||Radley Road, Abingdon, Oxfordshire, OX14 3RR|
|Religious Character||Does Not Apply|
|Number of Pupils||78 (67% boys 33% girls)|
|Academy Sponsor||The Propeller Academy Trust|
|Percentage Free School Meals||23.6%|
|Percentage English is Not First Language||10.3%|
Information about this school
Kingfisher School converted to become an academy school on 1 February 2013. When its predecessor school known as Kingfisher School was last inspected by Ofsted, it was judged to be satisfactory. Kingfisher School along with its partners, Fitzwaryn School and Abingdon and Witney College, are known as ’The Propeller Academy Trust’. All three work closely together but have kept their original names. This school caters for pupils with severe and profound and multiple learning difficulties many of whom also have autism. A few pupils also have hearing impairment, visual impairment and/or physical difficulties. All pupils have a statement of special educational needs. Pupils are placed at Kingfisher School from local nurseries, primary schools and other special schools. The majority of pupils are White British. The proportion of pupils from minority ethnic backgrounds is very low. There are very few pupils who speak English as an additional language. Around one in five pupils are eligible for the pupil premium, which is below national figures. This is additional government funding for students known to be eligible for free school meals or those children who are looked after by a local authority. The school receives additional primary sports funding. Off-site training for sixth form students takes place at the local Abingdon and Witney College and for some KS3-5 students at Pennyhooks Farm. Pupils come from all parts of Oxfordshire and most travel to school in buses or taxis. The school has early years provision for two-year-olds but there was none at the school during the inspection.
Summary of key findings for parents and pupils
This is a good school The headteacher, along with other leaders, has high expectations for all the pupils. Together with the governing body, they have ensured that pupils make at least good progress by providing effective training for staff and regular monitoring of learning. As a result, the achievement and progress of pupils are good. Members of the governing body have an effective range of skills that they use to challenge leaders and hold the school to account. They manage the budget well, ensuring that additional funding for disadvantaged pupils is spent for their benefit. Parents are pleased with their children’s progress. They say their children make good progress and are happy at school. Pupils’ progress is rising because they are consistently well taught. As a result, they achieve well in English and mathematics. Pupils use their literacy and numeracy skills well in other subjects. Children in the early years provision achieve well and make good progress. The range of subjects and additional therapies supports pupils’ learning and personal development well. An exciting programme of visits ensures that pupils enjoy school and achieve well. Pupils’ spiritual, moral, social and cultural development is promoted effectively. Through assemblies and topics these all help to consolidate pupils’ self-help, mobility and independence, ensuring that their personal development is good. Pupils behave well in and around the school. They say they feel safe at school and on their various visits. Teaching is typically good. Effectively planned tasks that meet pupils’ individual needs ensure that pupils are keen to do well. Relationships in lessons are strong. The overall effectiveness of the sixth form is good and students gain a range of qualifications. It is not yet an outstanding school because : The teaching of sounds that letters make (phonics) is not always accurate enough to help pupils improve their reading. The new assessment and tracking system is not yet fully in use in all areas of the school.