|Name||Kingswood Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 March 2019|
|Address||Gipsy Road, London, SE27 9RD|
|Religious Character||Does Not Apply|
|Number of Pupils||873 (52% boys 48% girls)|
|Number of Pupils per Teacher||18.2|
|Percentage Free School Meals||20.9%|
|Percentage English is Not First Language||42.5%|
Information about this school
Kingswood is much larger than an average-sized primary school, with four classes in each year group. This school is part of the Gipsy Hill Federation, a hard federation of six primary schools and a children’s centre overseen by two executive headteachers and one governing body. Each school has its own headteacher. This school is housed on two sites, with one for early years and key stage 1 pupils and the other for key stage 2 pupils. These sites are a short distance apart on the same road. The proportion of disadvantaged pupils is above average. The proportion of pupils with SEND, including those with education, health and care plans, is higher than average. The proportion of pupils who speak English as an additional language is double the national average, and a number of these pupils are at the very early stages of learning English. The school represents a very diverse community, with almost four fifths of pupils from minority ethnic backgrounds. This is a much higher proportion than average. The school runs a breakfast and after-school club on both of its sites. Over the last few years, there have been significant staffing issues which have affected capacity at senior leadership level.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have ensured that pupils have received a good quality of education during some very turbulent times. Pupils currently in the school make good progress across the curriculum. Leaders provide an excellent range of professional development opportunities to ensure that teachers continually improve their practice. The curriculum is a strength of the school. Engaging cross-curricular topics, with well-chosen books at the heart of them, spark pupils’ interest. Teachers use their sound subject knowledge to plan well-sequenced lessons. This ensures that pupils learn well in a range of subjects. Routines are well established. This enables lesson time to be used productively, particularly in reading and writing. In mathematics, pupils do not always have the confidence to move on to deeper learning independently. Pupils’ conduct is exemplary. Pupils have very positive attitudes to learning. They take great pride in their work, and standards of presentation are high. Leaders have worked effectively to improve attendance and to significantly reduce the number of exclusions. Leaders have responded robustly to improve progress in reading and mathematics. However, they do not always check the impact of their work carefully enough to maximise its effectiveness, particularly in terms of improving outcomes for middle-ability disadvantaged pupils. Children get an excellent start in the early years because the curriculum and the environment really stimulate their imaginations. The school provides for pupils’ emotional well-being exceptionally well. Access to a range of bespoke therapy interventions and support from well-trained staff ensure that pupils get the help they need.