|Name||Kingsley Primary School Closed|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||12 July 2016|
|Address||Thomson Crescent, Croydon, Surrey, CR0 3JT|
|Religious Character||Does Not Apply|
|Number of Pupils||999 (54% boys 46% girls)|
|Number of Pupils per Teacher||20.9|
|Percentage Free School Meals||29.1%|
|Percentage English is Not First Language||57.4%|
Information about this school
Kingsley Primary School is a larger than average-sized primary school. Just under half of the pupils are known to be eligible for the pupil premium which is above average. This government funding is used to support pupils who are eligible for free school meals or who are looked after by the local authority. The majority of pupils are from minority ethnic backgrounds. The largest groups are pupils who are Indian, any other Asian, Black Caribbean and Black African. The proportion of pupils who speak English as an additional language is above average. The proportion of pupils who receive special educational needs support is higher than the national average. Pupils with a statement of special educational needs or those with an education, health and care plan is above the national average. Pupils’ attainment on entry into key stage 2 is significantly below the national average. The school does not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is an inadequate school School leaders and the governing body have not stopped a significant decline in standards over time. They have failed to ensure that pupils make enough progress to catch up with pupils nationally. School leaders do not have the capacity to make the changes necessary for the school to successfully improve. The curriculum is too narrow and does not provide equality of opportunity. Pupils’ access to subjects beyond English and mathematics varies significantly between classes. Leaders do not explicitly promote British values. Actions to improve the quality of teaching and learning have not been rapid enough or consistently applied. Children in the early years, particularly boys, do not make the progress they should. Teaching does not sufficiently challenge pupils. Consequently, pupils do not achieve what they are capable of. Expectations have been too low over time. As a consequence, low-level disruption in class is too common and affects pupils’ learning. Leaders have not ensured that pupil premium funding is having enough impact. Disadvantaged pupils, in particular, make far less progress than their peers. There are large gaps in the achievement of different pupil groups including the White British and Black Caribbean, compared with other pupils at the school and nationally. Pupils’ reading ability and writing skills are significantly lower than national expectations across all key stages. The school has the following strengths Pupils want to do well, are keen to learn and enjoy school. They are polite, articulate and show respect towards each other in this diverse learning community. Safeguarding procedures are effective. The small leadership team and governing body have an astute understanding of what needs to be improved. They have actively sought external support in order to secure a strategic direction for school improvement plans and increase leadership capacity.