Kingsland CofE School

Highlights from Latest Inspection

What is it like to attend this school? '

Let your light shine' is the deeply Christian vision that underpins the strong ethos and ambition set by leaders and staff. Pupils work hard, treat others with respect and broaden their skills and talents through the many opportunities offered.

As a result, they flourish socially and emotionally, and also do well academically.

All pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, achieve at a high level in reading, writing and mathematics. However, their achievement and knowledge in other subjects are less well developed.

This is because leaders have not identified the key knowledge and skills ...they want pupils to learn precisely enough, including in the early years.

Pupils' conduct around school and their attitudes to learning are excellent. They know the importance of treating everyone equally and understand why discrimination is wrong.

Pupils feel safe. They understand the difference between isolated incidents and bullying. If bullying happens, leaders are quick to deal with it.

The school has achieved several prestigious awards in different subjects. These include the International School Award, a local music award and the School Games Platinum Award. Leaders are committed to offering a rich and diverse education beyond the classroom.

What does the school do well and what does it need to do better?

Leaders care deeply about pupils. They strive to raise their aspirations and develop their interests and talents through a well-designed and exciting curriculum. Pupils study a breadth of subjects.

They learn about the world they live in and the importance of caring for it. Leaders have thought carefully about how to ensure that the curriculum meets the needs of pupils in mixed-aged classes. This is particularly successful in English and mathematics.

However, important knowledge and skills are less well defined in other subjects. Occasionally, teachers drift from the intended curriculum, including in the early years. As a result, pupils do not build the skills and knowledge they need as effectively in all subjects or areas of learning.

This issue has not been identified by some subject leaders.

Teachers have strong subject knowledge. They identify pupils with SEND early, and use this knowledge effectively to adapt the curriculum to meet their needs.

Those with complex additional needs receive exceptional support, both in the classroom and from well-trained teaching assistants. Pupils are fully included in school life and achieve well. Teachers formally assess pupils at regular intervals.

They also keep a daily check on how well pupils understand and complete tasks set. They are responsive to individual needs and provide immediate help to prevent pupils from falling behind.

Leaders understand that pupils need to be confident and fluent readers if they are to be successful.

All staff are well trained to teach reading effectively. Nearly all pupils reach the standards expected for their age. Ongoing and useful checks by staff ensure that anyone falling behind gets the help they need through 'keep-up' sessions.

Pupils are encouraged to read at home and at school. Teachers cleverly use 'hooks' to whet pupils' appetite for books and develop their love of reading. For example, they read the first book of an exciting series and then encourage pupils to read the rest of the series themselves.

Phonics is introduced from the start in the early years. Children get off to a strong start in recognising letters and sounds. Staff provide relevant activities throughout the day to embed this knowledge.

This supports children's early literacy, and pupils go on to achieve well in both reading and writing as they move through the school. Books are matched at the right level for pupils with different abilities.

Pupils take part in an excellent range of clubs and cultural visits.

Leaders ensure that these opportunities are open to all pupils. Many learn to play musical instruments, including steel pans. High-quality musical productions and participation in sporting and religious activities are also key features of the enrichment curriculum.

Pupils' personal development is also promoted through close links with the church and the wider community. Pupils readily take on additional roles and responsibilities. These wider experiences help build pupils' character, independence and maturity.

Staff and parents appreciate the support senior leaders provide and appreciate their approachability. Staff training is prioritised. Most teachers have achieved, or are working towards, additional professional qualifications.

This shows their commitment to learning and to providing a high-quality education for pupils in their care. Governors provide the right balance of support and challenge for leaders. They use their expertise effectively to hold leaders to account and to drive further school improvement.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors ensure that safeguarding is at the forefront of their work. Pupils are well looked after.

Leaders have developed clear systems for checking that staff have the training they need to take the right action to keep pupils safe. Leaders keep meticulous records of any concerns that are raised. They ensure that these concerns are referred to the right authorities to protect pupils from harm.

Recruitment checks are stringent and well organised.

Pupils feel safe and are taught about how to keep themselves safe. The curriculum and visiting speakers reinforce important safety messages, including about internet safety and stranger danger.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not identified the key knowledge, skills and subject vocabulary they want pupils to learn and remember in some foundation subjects and some areas of learning in the early years curriculum. This means that some content is not sequenced as well as it could be, and learning does not build progressively as pupils move through the school. Leaders should identify the essential knowledge, skills and vocabulary that children need to know in these subjects so pupils can achieve as well as they do in English and mathematics.

• Senior leaders carry out regular checks on how well the English and mathematics curriculums are delivered and on how well pupils master the skills and knowledge needed to be successful. However, these checks are not carried out as effectively in the foundation subjects. Senior leaders should ensure that subject leaders have sufficient opportunity, and the skills needed, to check the quality of curriculum delivery, and its impact on pupils' learning, in their own subject areas.