|Name||Kiveton Park Infant School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||17 November 2010|
|Address||Station Road, Kiveton Park, Sheffield, South Yorkshire, S26 6QP|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||23.5|
|Academy Sponsor||James Montgomery Academy Trust|
|Percentage Free School Meals||11.7%|
|Percentage English is Not First Language||7%|
|Pupils with SEN Support||18.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a smaller than average infant school which largely serves the immediate area. The percentage of pupils from minority ethnic groups and those who are in the early stages of learning English as an additional language are well below what is typical. Fewer children enter and leave the school between the Early Years Foundation Stage and Year 2 than in most other schools. The percentage of pupils known to be eligible for free school meals is a little below average. An average proportion of pupils have special educational needs and/or disabilities. The school has achieved an Enterprise Award and a second Basic Skills Quality Mark since its last inspection.
This is a good school. Pupils leave Year 2 having made good progress. Parents and carers hold the school in high regard and value the attention given to pastoral care and well-being. They value its ’warm, welcoming and friendly atmosphere’ and ’approachable head teacher and staff’ who will do ’anything to support their children’. As a result, pupils like school, as shown in their above average attendance. The Early Years Foundation Stage provides children with a good start to their education. The school is rigorous in keeping pupils safe and close work with other agencies ensures their welfare. Good spiritual, moral, social and cultural development underpins the school’s work and helps to explain why the school is a cohesive community. Children start in the nursery with skills, knowledge and understanding that are overall below that expected for their age. Because of good leadership and provision, they make good progress through the Early Years Foundation Stage and enter Year 1 with broadly average outcomes. They continue to make good progress overall as they move through Years 1 and 2. Whilst attainment at the end of Year 2 is broadly average, national assessments over recent years show that it is rising, with results, especially in mathematics, showing year-on-year improvement. This year, attainment at the end of Year 2 was above average overall. Teaching is good but more consistently good, and sometimes outstanding, in the Nursery and Reception classes. Sometimes in Key Stage 1, teaching is satisfactory because work does not always match the pupils’ individual abilities. In all lessons, staff give pupils lots of encouragement and relationships between adults and children are good. The satisfactory curriculum provides some activities that generate excitement but there are not enough opportunities for enrichment or to develop information and communication technology across all subjects. Initiatives to raise awareness of different cultures and the wider world are at an early stage. The school is well led. Capacity for further improvement is good. Issues from the last inspection have been fully addressed. Attainment has continued to rise and progress is good. Morale is high and teamwork strong. Rigorous monitoring by the recently strengthened senior leadership is increasingly sharply focused on pupils’ learning, supported by good tracking systems. Overall accurate self-evaluation sets the right priorities for development to help drive up standards further. Despite these effective strengths there are areas to develop. Subject leaders are not yet fully involved in monitoring and evaluating standards and progress. The governing body are not yet involved enough in holding the school to account or setting a clear direction for its work.