Knowle Primary School

Name Knowle Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 12 July 2016
Address Ringmore Way, West Park, Plymouth, Devon, PL5 3QG
Phone Number 01752365364
Type Academy
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 307 (56% boys 44% girls)
Number of Pupils per Teacher 19.7
Academy Sponsor Learning Academies Trust
Local Authority Plymouth
Percentage Free School Meals 40.1%
Percentage English is Not First Language 5.9%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

This is a larger than average primary school. It has 14 single-age classes, which includes two Reception classes for children in the early years. The school hosts a pre-school class, called Stepping Stones, which is managed privately and inspected separately. The vast majority of pupils are of White British heritage. The proportion of disadvantaged pupils eligible for the pupil premium funding is well above the national average. This is additional government funding to support pupils known to be eligible for free school meals and children looked after. The proportion of pupils who have special educational needs and/or disabilities is well above the national average. The proportion of pupils who join the school at times other than the start of the early years, or leave before they transfer to secondary school, is well above average. The school manages a breakfast club for pupils and the ‘Sunshine Club’, a separate early morning club for those who benefit from a nurturing start to the school day. The school met the government floor standards in 2015, which are the minimum expectations for pupils’ attainment and progress at the end of Year 6. The school meets the requirements on the publication of specific information on its website. Knowle Primary School works in close partnership with Shakespeare Primary School in Plymouth.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders have not acted quickly enough to raise attainment in reading, writing and mathematics. Consequently, too few pupils meet the academic standards that are expected for their age. Leaders do not adequately check the progress pupils make over time. Leaders’ monitoring of teaching and learning is not sufficiently focused on improving outcomes for all groups of pupils. The quality of teaching is too variable. There is evidence of improvement since the last inspection but not all teaching results in pupils catching up quickly enough. Teachers do not always plan work at the right level. Some pupils find it hard to access tasks that are too difficult for them, while other pupils can find tasks repetitive or too easy. Consequently, pupils’ progress is uneven. The most able pupils do not receive work that builds on what they already know. Some pupils with special educational needs and/or disabilities do not get work in whole-class lessons that is matched to their needs. There are insufficient opportunities for pupils to apply their skills in mathematics and writing across the curriculum. For some pupils, spelling is a weakness; this is hindering their ability to produce high-quality writing. Governors have not yet been fully effective in holding leaders to account for raising standards across the school. Some pupils do not attend school regularly enough. Exclusion rates for pupils remain too high and are well above the national average. A much smaller proportion of children than average leave the early years with skills and knowledge in line with the expected standard for their age. The school has the following strengths The school’s work to promote high expectations of behaviour is effective. This results in a whole-school culture where pupils display strong attitudes to learning and behave well. Pupils’ knowledge of phonics has improved in the early years and key stage 1. Current work to raise standards in reading and writing is bringing about improvement in pupils’ progress. Teaching in Years 2 and 6 ensures that pupils make swifter progress towards the end of each key stage. Systems to promote safety, personal development and welfare are good. Consequently, a supportive and caring atmosphere pervades the school which ensures that pupils are well nurtured, and feel safe and secure.