|Name||Kinson Primary School Closed|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||05 December 2018|
|Address||School Lane, Kinson, Bournemouth, Dorset, BH11 9DG|
|Religious Character||Does Not Apply|
|Number of Pupils||320 (54% boys 46% girls)|
|Number of Pupils per Teacher||17.6|
|Percentage Free School Meals||16.6%|
|Percentage English is Not First Language||4.4%|
Information about this school
Kinson Primary School converted to an academy in January 2016 and is a member of Bournemouth Septenary Trust. In September 2018, leaders made the decision to leave the trust and have submitted proposals to join Ambitions Academies Trust. The majority of pupils are of White British background. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who are known to be eligible for free school meals is in line with the national average. The proportion of pupils with SEND or who are supported by an education, health and care plan, or statement of special educational needs is above average.
Summary of key findings for parents and pupils
This is an inadequate school Leaders, including governors, have failed to halt a decline in the quality of teaching. As a result, outcomes at the end of key 2 are unacceptably low in English and mathematics. Leaders do not have the capacity to improve the quality of teaching. The checks that leaders make on teaching, learning and assessment are not effective. Teachers do not have the knowledge and skills to teach across a range of subjects. The school’s curriculum is weak, poorly planned and does not prepare pupils for life in modern Britain. When planning work in mathematics, teachers do not consider what pupils can already do. This results in pupils spending too much time completing work that does not meet their needs. The outside area in the early years does not promote children’s learning. Teachers’ expectations of pupils are too low. Pupils make slow progress in writing. This is because pupils’ mistakes are not addressed, and teachers have weak subject knowledge. Pupils do not make adequate progress in reading. Too often, pupils are reading books that do not develop their skills or enthuse them to develop a love of reading. Leaders have not ensured that additional funding which the school receives to support disadvantaged pupils and those with special educational needs and/or disabilities (SEND) has been used effectively. Leaders do not make effective use of the additional funding for physical education (PE) and sport. Leaders have not ensured that disadvantaged pupils attend school regularly enough. The school has the following strengths External support has brought much-needed stability. There is now a better understanding of what needs to be done and decisive action has been taken to start to bring about improvement. Teaching in the early years ensures that children are prepared for Year 1. The school’s arrangements to keep children safe are effective.