|Name||Kingsway Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||27 February 2018|
|Address||Valley Gardens, Kingsway, Gloucester, Gloucestershire, GL2 2AR|
|Religious Character||Does Not Apply|
|Number of Pupils||422 (46% boys 54% girls)|
|Number of Pupils per Teacher||20.9|
|Percentage Free School Meals||15.6%|
|Percentage English is Not First Language||14.7%|
Information about this school
Kingsway Primary School is larger than the average-sized primary school. Pupils are taught in separate year groups. The school opened in 2008. It has a nursery on site, which opened in September 2015. There is a breakfast and after-school club which are managed by the school. The school also provides a wide range of extra-curricular clubs. The school has continued to grow since the last inspection, from 338 pupils to 423 pupils, which makes it larger than average. The ethnic background of pupils is mainly White British. The service population now accounts for 7% of the school numbers. The proportion of pupils eligible for pupil premium funding is higher than the national average. The proportion of pupils who have SEN and/or disabilities is higher than the national average. The school is part of the Quedgeley Learning Community.
Summary of key findings for parents and pupils
This is a school that requires improvement Over the last two years, too few pupils reached the standards expected for their age in reading, writing and mathematics combined in key stage 2. Leaders have been slow to drive improvement in the school. Leaders, including for special educational needs (SEN) and/or disabilities, do not use assessment information effectively enough to plan for improvement. Although leaders have been effective in supporting disadvantaged pupils’ emotional development, their progress in English and mathematics is still too slow. Teachers do not have consistently high enough expectations for their pupils’ achievement and progress. Teachers’ expectations of children in the Reception Year are not high enough. Children do not make the progress of which they are capable, particularly in writing and number. Boys underachieve, particularly in writing. Their progress is too slow. Planned activities do not consistently develop boys’ knowledge, understanding and skills. The quality of teaching and learning varies too much across the school. Where teaching is weaker, it does not consistently build on what pupils can already do. Sometimes, work is too easy or does not encourage pupils to think. This limits their progress. Work planned for middle-attaining pupils and the most able is not challenging enough, particularly in writing. The school has the following strengths Leaders, particularly the headteacher, have established a culture where pupils feel valued, behave well and are respectful of others. Pupils are happy, safe and well cared for. Parents agree that their children are looked after well. They are very positive about the pastoral support that the school provides. Attendance is improving and actions to tackle persistent absence are effective. The teaching of phonics is improving. Standards in phonics have risen gradually and are now in line with the national average. Standards in key stage 1 are rising.