|Name||Rudyard Kipling Primary School & Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 May 2013|
|Address||Chalkland Rise, Woodingdean, Brighton, East Sussex, BN2 6RH|
|Religious Character||Does Not Apply|
|Number of Pupils||418 (51% boys 49% girls)|
|Number of Pupils per Teacher||20.2|
|Percentage Free School Meals||16.1%|
|Percentage English is Not First Language||6.2%|
Information about this school
The school is larger than most primary schools. The Early Years Foundation Stage is comprised of a Nursery class for three-year-old children and two Reception classes for four-year-olds. Almost all the pupils are from White British backgrounds. A very small number come from other minority ethnic groups and the vast majority speak English as their main language. The proportion of pupils eligible for pupil premium funding is well above average compared to most schools. Pupil premium is additional government funding for pupils known to be eligible for free school meals, children looked after by the local authority or children of service families. The proportion of disabled pupils and those with special educational needs supported at school action is above average. The school supports a larger proportion of pupils than the national average at school action plus or with a statement of special educational needs. The main areas of additional needs are communication and behavioural and emotional difficulties. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school is part of a cluster of schools called the Dean’s Partnership, which includes five primary schools, a secondary and a special school. The school is part of the Teaching Schools Alliance and provides training and development to other local schools. The on-site children’s centre and pre-school are subject to separate inspections.
Summary of key findings for parents and pupils
This is a good school. Throughout their time at the school, pupils make good progress. They reach above- average standards in English and mathematics. Teaching is good and sometimes outstanding; they monitor and track pupils’ progress very carefully. Work is well matched to the different ability levels of pupils. Pupils who find learning difficult or have special educational needs are given effective support. Children get off to a good start in the Early Years Foundation Stage. The outside area provides a range of exciting opportunities for the development of children’s early literacy, mathematics and communication skills. The behaviour of pupils is good. Pupils feel safe, are polite and courteous; they take pride in their work. Strong leadership has improved all aspects of the school’s work. Leaders and managers have ensured that staff training matches the school’s needs. The governing body is actively involved in monitoring the work of the school. The school has developed innovative practice to involve pupils more in their learning. Pupils are involved in tracking their own progress and they are listened to about what they find easy and hard in one-to-one pupil conferences. The school works well with parents and carers, and regularly holds workshops in literacy and numeracy. It is not yet an outstanding school because : The school has not fully developed pupils’ independence in learning. There are not enough resources developed by the pupils themselves for learning in mathematics. Pupils need further exciting opportunities to further their learning in literacy.