|Name||Kingsbury Primary Special School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||16 October 2013|
|Address||School Lane, Chapel House, Skelmersdale, Lancashire, WN8 8EH|
|Religious Character||Does not apply|
|Number of Pupils||79 (83% boys 17% girls)|
|Percentage Free School Meals||32.9%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
This school provides for pupils with a range of learning difficulties. Approximately half have autistic spectrum disorders with most others having severe and profound learning difficulties. All have a statement of special educational needs. Pupils come from the West Lancashire and Sefton areas and the great majority are transported to school. Almost all are from White British backgrounds. A small number are from a range of other heritages. Virtually all pupils speak English as their first language. Very few pupils are looked after by the local authority. There are just over twice as many boys as girls. The proportion of pupils known to be eligible to be supported by the pupil premium is above average. The pupil premium is additional government funding for pupils who are known to be eligible for free school meals, children from service families and those who are looked after. Approximately one fifth of the pupils are children in the Early Years Foundation Stage. The school is located in the same building as Brookfield Park Primary School and some of the resources and facilities are shared. The co-located primary school is subject to a separate inspection and reports for that school can be found at www.ofsted.gov.uk Since the last inspection, the previous headteacher has retired. The previous deputy headteacher and acting assistant headteacher were appointed as headteacher and deputy headteacher respectively.
Summary of key findings for parents and pupils
This is an outstanding school. In comparison to pupils with similar starting points elsewhere, all groups of pupils make excellent progress. Above expected rates of progress are commonplace. Children in the Early Years Foundation Stage make outstanding progress because of excellent leadership and super teaching. They quickly learn the routines and skills that serve them very well as they move through the school. Pupils are very well prepared for the next stage in their education by the time they leave the school. Teaching is outstanding because staff use their assessments to plan work that is very closely matched to pupils’ needs. They check these continually and respond swiftly and successfully if pupils are underachieving. Very occasionally, however, staff do not leave enough time for pupils to think hard and long enough when asking them a question and can be too quick to give a clue. Pupils thoroughly enjoy coming to school. Their behaviour is splendid and they are keen and perky in their learning. Staff are very vigilant and the school has robust systems to keep pupils safe. The curriculum is very effective in giving pupils a great experience of education. It is changed when necessary to make sure it is well matched to the pupils’ needs and abilities. The governing body has improved and is very effective. It ensures the school is outward looking. Members are careful to check the information they receive by asking probing questions. Excellent leadership by senior leaders and governors has improved the quality of teaching and the progress pupils make since the last inspection. Parents are very supportive of the school and are particularly impressed with the communications they receive and the support they get.