Kingswood Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Kingswood Primary School is a welcoming, happy and inclusive school. The school's values, 'opportunity, enjoyment and excellence' are threaded through the rich, broad curriculum.

Pupils are proud to be members of the school and their behaviour is exemplary.

They are polite and sociable and show the utmost respect for staff. Pupils are caring and understand what makes a good friend. Staff care deeply about pupils and pastoral provision is strong.

Relationships between staff and pupils are excellent. Pupils feel safe at school because they trust staff to look after them. Pupils confirm that bullying is rare.

They are confident that adults will sort out... any problems that might arise swiftly.

Pupils brim with enthusiasm for learning. They enjoy experiences that bring their learning to life, such as the trip on a steam train and 'Victorian Day'.

Pupils enjoy receiving 'Top Turtle' awards for demonstrating qualities, such as commitment and collaboration. Staff nurture pupils' talents and interests. For example, pupils can learn to play a brass instrument.

They relish the chance to perform to others during 'Whole Class Brass', for example. Pupils regularly attend clubs, such as art and craft, story club and chess.

The vast majority of parents and carers are extremely positive about the school.

They comment that the school goes 'above and beyond' what is expected.

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

The new headteacher has quickly established herself as an approachable, well respected and supportive leader. Staff are motivated by her enthusiasm and feel well supported to manage their workload.

As a result, morale is high.

Leaders and staff aspire for all pupils to receive a high-quality education. They are committed to providing pupils with interesting learning experiences.

As a result, in most subjects, leaders have designed an ambitious, coherently-sequenced curriculum. This clearly sets out the knowledge and skills they expect pupils to learn.

However, in some subjects, the curriculum has only recently been adapted to help pupils build on prior learning and secure a deeper understanding.

The full impact of this is not yet fully realised. Furthermore, some subject leaders have not evaluated the quality of their subject curriculum fully.

Reading has improved since the previous inspection.

The school has embedded a systematic phonics programme and pupils regularly practise reading. Staff provide additional support for pupils who find it difficult to read. This is improving their fluency and confidence.

Pupils also develop their wider skills, such as extending their vocabulary and improving their comprehension and spelling.Pupils are inspired to develop a love of reading. They become absorbed when adults read books, such as 'Cogheart' and 'Goodnight Mr Tom'.

A pupil commented, 'We can drift off into a magical world and we are inspired to write our own books.'

Teachers have a good knowledge of what they teach and provide clear explanations. This helps pupils to learn key knowledge, skills and vocabulary.

For example, in geography, leaders have clearly identified the knowledge they want pupils to remember.

Pupils revise prior learning, so that they remember what they have learned before. They use what they know to learn something more difficult.

For example, in mathematics, Reception children count objects, such as pegs and buttons, then match them to the corresponding numbers. Year 6 pupils use their knowledge of factors and common multiples to order fractions successfully. Teaching checks how well pupils learn the curriculum.

Pupils are supported to rectify mistakes, which helps them to secure their understanding. For instance, in physical education, pupils are shown how to take off and land correctly when hopping and jumping.

Teaching and pastoral support for pupils with special educational needs and/or disabilities (SEND) is sharply focused and effective.

As a result, pupils with SEND are included in all aspects of school life and learn well. Parents of pupils with SEND typically praise leaders' communication and responsive approach to their children's needs.

Pupils understand what adults expect of them and their attitudes to learning are exceptionally strong.

Pupils have a thirst for exploring and finding things out. For example, children in Reception Year gleefully fill a bucket with water, then immerse shells and boats to see if they float or sink.

Pupils' personal development is supported well.

They learn to think of others when they raise money for Children in Need and donate items to the food bank. Older pupils take on positions of responsibility, such as buddies and sports leaders.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Leaders make the necessary checks to ensure that adults are safe to work with children. All staff are provided with safeguarding training.

Staff are vigilant and understand how to identify when a pupil might be at risk. They report any concerns swiftly. Leaders make timely referrals to outside agencies, when required.

They maintain detailed records and regularly check that their actions are making a difference.

Pupils understand how to keep themselves safe. They learn about healthy relationships and online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects the curriculum is new. In these subjects, leaders do not know the impact of the curriculum on what pupils know and remember. Leaders should ensure that all subject leaders develop the necessary expertise to evaluate the impact of the curriculum on pupils' learning.

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