Kings Meadow School

Age group 5–11 Inspection date(s) 22–23 March 2012 Inspection number 380410 Kings Meadow School Inspection report

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Unique reference number 122167 Local authority Northamptonshire Inspection number 380410 Inspection dates 22–23 March 2012 Lead inspector Sarah Bentley

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Special School category Community special Age range of pupils 5–11 Gender of pupils Mixed Number of pupils on the school roll 35 Appropriate authority The governing body Chair Chris Hamson Headteacher Karen Lewis Date of previous school inspection 6 November 2008 School address Manning Road Moulton Leys Northampton NN3 7AR Telephone number 01604 673730 Fax number 01604 673739 Email address head@kingsmeadow.northants-ecl.gov.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. The inspector sampled four hours of teaching in nine lessons taught by six teachers. All these observations were conducted jointly with the headteacher. In addition, a learning walk was completed. Pupils’ work was examined, pupils were heard reading, and discussions were held with pupils about all aspects of school life. The inspector held meetings with the headteacher, teachers and the Chair of the Governing Body. Account was taken of the responses to the on-line questionnaire (Parent View) in planning the inspection. The inspector looked at a very wide range of documents, including the school’s improvement planning and data showing the progress made by pupils. The scrutiny of safeguarding procedures included a close evaluation of pupils’ behaviour. The inspector analysed 15 questionnaires returned by parents and carers and considered responses to the questionnaires from 35 pupils and 18 members of staff.

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Information about the school

This small special school caters for pupils who have significant behavioural, social, and emotional difficulties. Many of the pupils have additional specific learning and communication difficulties. The majority of the pupils come from White British backgrounds. The proportion of pupils known to be eligible for free school meals is well above average. All the pupils have a statement of special educational needs. Many have experienced severe difficulties and frequent exclusions from their mainstream schools before being given a place at Kings Meadow School. There is a high turnover; pupils often join the school part way through the academic year. Although a primary school, Kings Meadow rarely receives referrals for children who are in the Early Years Foundation Stage. The youngest pupils on roll are currently in Year 2. The school has numerous awards including Investors in People, Artsmark Gold, The Inclusion Quality Mark and Healthy Schools status.

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Information about the school

The Kings Meadow ‘Learning to Grow’ programme provides expertise and support to mainstream schools, their pupils and families. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Key findings

 Kings Meadow is an outstanding school. It has continued to make considerable progress since its last inspection. This is because it is highly effective in the way it manages pupils’ behaviour and successfully gets them ‘back on track’ enabling them to fulfil their full potential as learners.

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Key findings

 Pupils’ achievement is outstanding. They make particularly rapid progress in English and mathematics, and in controlling their own emotions. As a result, their behaviour very quickly improves. The school swiftly identifies the gaps they have in their knowledge and precise targets are tailored to meet their learning needs in English and mathematics. Although the school is well on its way to extending this, target setting is not fully embedded in all aspects and subjects of the school’s topic work.

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Key findings

 Pupils’ behaviour and safety are outstanding. They feel very safe in school and are rightly proud of their greatly improved attitudes in class and around the school. The school has extremely robust and well-implemented policies and practices to safeguard pupils’ health, safety and welfare and to manage their occasional extreme behaviours.

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Key findings

 The quality of teaching is outstanding. All staff have extremely high expectations of all pupils’ achievements. The whole school team works together to deliver a very exciting creative curriculum which all pupils thoroughly enjoy. The team work between all staff is excellent. The school’s inclusive ethos provides excellent opportunities for pupils’ spiritual, moral, social and cultural development.

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Key findings

 Leadership and management are outstanding. The whole school is highly ambitious for its pupils. Self-evaluation is very accurate and extremely rigorous and underpins all aspects of the school’s performance in order to identify areas for further improvement. Learning and progress are very well tracked and the information gained is used effectively to implement interventions for pupils. The Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Key findings

leadership of teaching is characterised by very high quality performance management, training and support for all staff.

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What does the school need to do to improve further?

 Consolidate the school’s work on extending target setting to all subjects.

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Achievement of pupils

All the parents and carers who returned the inspection questionnaire consider that their children make good progress and would recommend the school to others. Examination of pupils’ work over time and the lessons observed confirm the school’s evidence that pupils are making outstanding progress across the school. This is because all the support is closely targeted to their individual learning needs in each and every lesson.

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Achievement of pupils

Pupils’ attainment on entry to the school is low, often as a result of disruption before they attend the school and other learning difficulties they have. Pupils are expertly supported to manage their own behaviour using a range of supportive strategies. As a result, their readiness for learning improves rapidly. The vast majority have achieved or exceeded the goals expected of them each year within their individual education plans. A good number gain skills and knowledge which are close to those of their peers nationally.

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Achievement of pupils

Pupils’ rapid acquisition of basic skills in reading, writing and mathematics is because of the consistently outstanding teaching they receive over time and this ensures they make much greater progress than expected given their starting points. Pupils are very positive about reading and they use a range of well-developed strategies to sound out the words. The books they choose are very closely matched to their ability and this enables them to read fluently, thus developing their confidence. Basic skills are taught extremely well throughout their topic work, thus enabling pupils to consolidate these important skills. As a direct result, the gaps between pupils in the school and all pupils nationally are closing very quickly.

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Achievement of pupils

The school precisely tracks each individual pupil and analyses information about different groups of pupils such as boys, girls and those known to be eligible for free school meals. They all achieve outstandingly well because their progress is monitored so closely; any not on track to achieve their targets are given timely extra help. Pupils also make significant strides in their personal development. This is because the school is very successful at recognising their different starting points, building their self-esteem and giving them the confidence to become resilient learners and to succeed. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Achievement of pupils

Pupils’ enjoyment of school and their highly successful learning is evident in all lessons. For example, a group of pupils worked together, intensively listening and responding enthusiastically to comprehension questions about the myth they were reading. The partnership that exists between teachers, the assistants and the pupils is exemplary, all staff focus on what they expect pupils to achieve and support them tirelessly in class to achieve these high expectations.

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Quality of teaching

All the parents and carers who completed the inspection questionnaire agree they are very happy with the teaching and the way the school helps support their child’s special needs. One parent wrote ‘Kings Meadow is an exceptional school which offers a high level of support and education, not only to the pupils but their families as well.’

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Quality of teaching

There are a great many strengths in the teaching. The classrooms are set up to be safe, secure and very exciting places for pupils to learn in. Pupils are actively encouraged to ‘have a go’; the individualised teaching approach helps them in a supportive climate to develop very positive attitudes to learning. Teaching is very carefully planned to make each lesson interesting, practical and closely matched to pupils’ individual learning needs, particularly in English and mathematics. This ensures gaps in knowledge are successfully closed and pupils are able to make quick gains and move forward swiftly in their learning.

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Quality of teaching

During the inspection all the teaching seen catered extremely well for the differing and often diverse levels and starting points of the pupils. In the lessons where teaching is outstanding, pupils are fully challenged and learning is tailored precisely to their individual needs and is adjusted during lessons so that all pupils are challenged to make excellent progress. Marking is carried out conscientiously. Teachers and their assistants provide consistently high quality feedback in partnership with their pupils. They also expect a great deal from them. As a result, they know precisely what they need to do to improve their work and feel very good about the progress they are making . In all the lessons observed, good learning habits were displayed. Where pupils demonstrated some challenging behaviour this was managed in a highly effective manner, by resilient teachers and their assistants who have extremely high expectations of their pupils. They expertly re-integrate pupils in

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Quality of teaching

a timely fashion ensuring that no learning time is lost.

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Quality of teaching

Teachers and the teaching assistants promote pupils’ spiritual, moral, social and cultural development extremely well by providing them with excellent opportunities to reflect and learn together. Different subjects are brought together in exciting topics that include excellent opportunities to develop literacy, numeracy and technology skills and there are effective plans in place to make sure that target setting is extended to topic work. Pupils’ work is celebrated in a wide range of high- quality displays around the school which values their achievements. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Quality of teaching

The teaching of a technology lesson resulted in pupils independently working through a clear set of learning criteria to create their individualised presentations entitled ‘good to be me’. In a physical education lesson pupils were observed having great fun; their skills were rapidly developed through carefully planned team activities that were expertly matched to pupils’ skill levels.

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Behaviour and safety of pupils

When pupils enter the school they very quickly learn routines and strategies to help them manage and self-regulate their behaviour. As a result, there are often excellent improvements and no pupils are excluded from school. Before their arrival several have experienced periods of disruption and many have previously had negative views of school. They are very quickly supported and encouraged to take responsibility; as a consequence they demonstrate positive attitudes towards their learning. Their behaviours are continually tracked by all staff and records show the very positive influence of the behaviour management on reducing incidents of negative behaviours. Pupils’ concentration improves rapidly. They listen carefully to staff and work very well in small groups and at their ‘workstations’. All pupils spoken to said they thoroughly enjoyed school and were able to give several examples of how the school had helped them to learn how to control their anger.

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Behaviour and safety of pupils

Attendance is broadly average and punctuality is good. Pupils respond very well because lessons are exciting and there are a vast range of opportunities to help them improve the social aspects of learning. All pupils spoken with say they feel safe in school; and they know how to keep themselves safe from bullies. Incidences of bullying are rare. They also know how to keep safe when using the internet and from other forms of bullying. Pupils respond very well to the school’s award systems and the celebration assemblies, where they share their work, focus respectfully and proudly listen to each other’s successes. Assemblies are used very well to reinforce the school’s behaviour codes and to prepare pupils for future life in a multi-cultural society. Parents and carers are unanimous in their view that the school keeps all pupils safe and many are highly positive about improvements in their child’s behaviour.

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Leadership and management

Improvement since the last inspection is excellent and leaders demonstrate the aspiration and drive to develop the provision further. The headteacher, other senior leaders and staff work very effectively as a whole school team. All pupils and their parents and carers are welcomed and valued. Morale is high. One staff member wrote, ‘The head teacher is inspirational: she guides, nurtures and truly believes in all her pupils’.

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Leadership and management

All leaders take their roles very seriously and contribute very effectively to the school’s self-evaluation and subsequent plans for improvement. All are focused on Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Leadership and management

pupils doing their very best both in terms of learning and behaviour. Leaders monitor teaching very regularly, record clearly the focus teaching has on learning, and feedback accurately within sharp timescales. Teachers implement a successful system for sharing with the pupils how well they are doing in English and mathematics and when helping them to assess their behaviour. Targets are set and thoroughly reviewed as part of this process. These are now being fully extended to topic work and this process forms the school’s priority for improvement.

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Leadership and management

The curriculum is outstanding; it provides a vast range of exciting opportunities for pupils. It fosters their interests and helps to successfully develop highly positive behaviours towards learning within exciting topics, for example the Second World War. Additional enrichment activities are integral to all that is done, to nurture a lifelong appreciation of learning and to show pupils that if they try they will succeed. As a direct result, the curriculum supports and promotes their spiritual, moral, social and cultural development extremely well.

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Leadership and management

The governing body is strong and is highly supportive of the work the school does. It is well aware of the school’s strengths and areas yet to develop. This is because it checks and challenges different aspects of the school’s performance. It ensures that all pupils are progressing rapidly from when they first start the school, once their behaviour is back ‘on track’. The headteacher provides them with a wealth of excellent information which helps them to fulfil their role and hold the school fully to account. Safeguarding procedures meet current government requirements. Equality of opportunity is promoted extremely well through the curriculum. Discrimination is taught about and well understood by pupils. Any that occurs, as result of pupils’ behavioural difficulties, is immediately challenged. As a result, the school is a cohesive place to learn.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Kings Meadow School, Northampton, NN3 7AR

I would like to thank you for being so welcoming and helpful when I visited your school recently. Thank you also for talking to me and showing me your work. You go to an outstanding school where teaching is excellent. Your school really helps you improve your behaviour and helps you learn to be the best you can be all the time. These are the best things about it.

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Inspection of Kings Meadow School, Northampton, NN3 7AR

 You thoroughly enjoy coming to school and feel happy there.  You learn to get on with other pupils and show very positive attitudes towards learning in lessons.  You told me that everyone in school takes very good care of you, and you feel very safe and secure.  You very much enjoy your topic work and learning to read.  You go on fantastic trips and have interesting visitors and activities in school.  You look after your school and take great pride in the work of others and displays.

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Inspection of Kings Meadow School, Northampton, NN3 7AR

The headteacher and all the staff ensure that you can enjoy your work and learn about exciting things because they carefully plan your lessons and expect you to behave as well as you can all the time. I was impressed by how well, most of the time, you all show that you want to learn. The headteacher agrees that some things can be improved even more to help you to make even better progress. I have asked your teachers always to make sure you use your ‘steps to success’ targets in your topic work, as well as in your mathematics and English work; this is so that you know how well you are doing in the different subjects and aspects of your work.

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Inspection of Kings Meadow School, Northampton, NN3 7AR

You can help by always trying your best and by continuing to try hard with your behaviour and in all that you do.

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Inspection of Kings Meadow School, Northampton, NN3 7AR

Sarah Bentley Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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