|Name||Kingshill Church School|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 January 2015|
|Address||Pound Lane, Nailsea, Somerset, BS48 2NP|
|Religious Character||Church of England|
|Number of Pupils||134 (53% boys 47% girls)|
|Number of Pupils per Teacher||23.5|
|Academy Sponsor||The Bath And Wells Diocesan Academies Trust|
|Percentage Free School Meals||11.9%|
|Percentage English is Not First Language||2.2%|
Information about this school
Kingshill Church School converted to become an academy school on 1 April 2013. When its predecessor school, Kingshill Church of England Primary School, was last inspected by Ofsted it was judged to be a school causing concern and was placed in special measures. The school is smaller than the average-sized primary school. Most pupils attending the school are of White British heritage. Close to one in four of the pupils in the school is disabled or has special educational needs. This proportion is above average and is sometimes higher within the small year groups of pupils. About one in three of the pupils in the school are supported by the pupil premium. This is additional government funding provided to give extra support to disadvantaged pupils known to be eligible for free school meals or those who are looked after. This proportion of disadvantaged pupils in the school is above average. Children in the early years provision are admitted on a full-time basis and are accommodated in a combined Reception and Year 1 class. Other pupils in the school are also taught within mixed age classes. The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school is a member of the Bath and Wells Multi-Academy Trust. The academy trust contains in total nine primary schools. The school has experienced changes in teaching and leadership staff since becoming an academy.
Summary of key findings for parents and pupils
This is a good school. Kingshill Church School is a good, and rapidly improving, school where the pupils’ spiritual, moral, social and cultural development and their academic progress are promoted equally successfully. Leadership is outstanding. Inspired by the headteacher, leaders and managers at the school have worked very effectively to create a vibrant and successful learning community. Leaders and managers at all levels, including governors, function as a highly effective team and have taken decisive action to establish good teaching and pupils’ learning across the school. Pupils of all abilities achieve well from their differing starting points, with an increasing number making rapid progress in response to stimulating teaching. Pupils make good progress in reading, writing and mathematics in all classes. Sharply focused additional teaching, particularly of phonics (the sounds that letters make) and of reading, is promoting even better progress. Pupils’ behaviour is outstanding. Pupils share excellent relationships with each other and with adults and enjoy coming to school. The pupils’ much improved and now excellent attitudes to learning strongly support their quickening progress. The school’s work in keeping pupils safe and secure is outstanding. Inspection evidence and the views of all parents who spoke to the inspector, or responded in the questionnaire, show that pupils are looked after extremely well at school. Teaching is now typically good, with some that is outstanding. Teachers have high expectations of what pupils are capable of achieving and set high levels of challenge in tasks and activities. This is accelerating pupils’ progress, especially that of the most able. The quality of early years provision is good. Children in the Reception class are taught well and make good progress as a result. It is not yet an outstanding school because : Pupils are not always given enough guidance on how to respond to teachers’ marking and this limits the pace of their progress. A few pupils, mostly the less able, have a limited vocabulary or have difficulty in recalling number facts quickly enough. These weaknesses restrict their ability to write more imaginatively and solve mathematical problems.