Kirton Primary School


Name Kirton Primary School
Website http://www.kirton-boston.lincs.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 04 December 2018
Address Station Road, Kirton, Boston, Lincolnshire, PE20 1HY
Phone Number 01205722236
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 531 (49% boys 51% girls)
Number of Pupils per Teacher 19.2
Local Authority Lincolnshire
Percentage Free School Meals 19.4%
Percentage English is Not First Language 23.2%
Persisitent Absence 7.4%
Pupils with SEN Support 30.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized primary school. The proportion of disadvantaged pupils is above the national average. The proportions of pupils from minority ethnic backgrounds and of pupils who speak English as an additional language are in line with those seen nationally. The proportion of pupils with SEND is above the national average. The school works closely in a formal partnership to support school improvement with Kirton Primary School and across the other schools in the partnership. The school works with the Connect Teaching School Alliance and the Lincolnshire Learning Partnership, as well as the local authority, to access training for staff and to share good practice. The school is a member of the Parliament Federation with Boston Nursery School. The executive headteacher is also executive headteacher of Boston Nursery School. The school has received several awards, including the Silver Sports Award, the Primary Quality Mark for Science and the Community Education Award for Money Management and was awarded status as a Centre of Excellence for Financial Education.

Summary of key findings for parents and pupils

This is a good school Leaders work together well to provide strong leadership for the school. Their decisive actions have led to improvements in the quality of teaching and learning. The school’s curriculum is designed to motivate pupils to learn and to broaden their knowledge and skills. It promotes their spiritual, moral, social and cultural development well. Children in the Nursery Year make a good start to their school life. Good teaching and nurturing help children to make good progress. The early years is an enjoyable and exciting place to learn. Teachers provide a range of stimulating activities to support children’s learning across different areas of the curriculum. Members of the governing body understand the school’s strengths and are ambitious for its future. They know what needs to be done to secure strong pupil achievement across the school. Relationships between pupils and adults are positive. Pupils are respectful and behave well. Adults encourage pupils to be independent and confident learners. Provision for pupils with special educational needs and/or disabilities (SEND) is good. Pupils receive support which enables them to make good progress. Leaders use additional funding effectively to support the needs of disadvantaged pupils. The school’s work to promote pupils’ understanding of money management is a feature of the school. Pupils enjoy using the school’s shop and saving their hard-earned ‘Kirts’ in the school’s Parliament bank. The teaching of phonics is good. The large majority of Year 1 pupils attain the expected standard in the Year 1 phonics screening check. Middle leaders are committed to ensuring that all pupils achieve well. They use their expertise effectively to support and challenge staff to improve their practice. Pupils, including those who are disadvantaged, make good progress in their learning. They are well prepared for the next stage of their education. The quality of teaching and learning across the school is good. However, recent changes and improvements to teaching in key stage 1 are still in the early stages of development. Early years teachers do not consistently use assessment information to ensure that provision is closely matched to children’s needs. The proportion of children who attain a good level of development is below national averages.