Kingsfleet Primary School

Kingsfleet Primary School Ferry Road, Felixstowe, IP11 9LY

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Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is good school.  School leaders work diligently to make sure high quality teaching and learning is at the heart of everything the school does. As a result, pupils’ achievement is good.  Pupils make good progress in their literacy and numeracy skills because teachers and their assistants work well together to provide engaging activities that motivate them.  Pupils from different groups make good progress because their learning experiences are positive. This includes disabled pupils, those with special educational needs, those eligible for the pupil premium and pupils who speak English as an additional language.  Leaders responsible for subjects make sure that all teachers plan and deliver lessons that result in good progress being made.  Pupils say they feel safe and enjoy coming to school. They behave well at all times in lessons and around the school.  Parents speak highly of the school and are pleased with the way the school keeps their

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Summary of key findings for parents and pupils

children safe and happy.  Governors ensure resources are allocated efficiently so that pupil premium funding has a positive impact on the achievement of the eligible pupils.

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It is not yet an outstanding school because

 The progress of pupils is not consistently rapid in the school as not enough teaching is yet outstanding.  High levels currently attainted by the most- able pupils have not yet been sustained over a sufficient period of time.  Teachers do not always make sure that pupils make improvements to their work following teacher feedback and marking.

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Information about this inspection

 Inspectors visited 31 lessons, 16 of which were joint visits with the headteacher and the deputy headteacher.  Inspectors listened to pupils read and talked to pupils around the school, in the lunch hall and at playtime.  Meetings were held with a group of pupils, school leaders, subject leaders, and the Chair of the Governing Body. A phone call conversation took place with a representative from the local authority.  Inspectors took account of the 39 responses to Ofsted’s Parent View online questionnaire and comments from parent surveys carried out by the school. Members of the inspection team also spoke to parents as they brought their children to school.  The inspection team observed the school’s work and looked at a number of documents, including school improvement plans, information on pupils’ current progress, pupils’ written work, the governing body minutes and records relating to behaviour, attendance and

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Inspection team

Janev Mehmet, Lead inspector Additional Inspector Stephen Johnson Additional Inspector

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Information about this school

 This school is a smaller than average-sized primary school.  The proportion of pupils eligible for support through the pupil premium is similar to the national average. This is additional government funding for pupils known to be entitled to free school meals and those looked after by the local authority.  The proportion of disabled pupils and those with special educational needs who are supported at school action is below the national average. The proportion supported at school action plus or with a statement of special educational needs is also below the national average.  The number of pupils from minority ethnic backgrounds and the number of those who speak English as an additional language is lower than the national average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.

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What does the school need to do to improve further?

 Increase the proportion of outstanding teaching and further accelerate pupils’ progress in all lessons by making sure that:  pupils can regularly make amendments and improvements to their work following feedback from teachers and other adults  more of the most-able pupils consistently learn at a rapid pace in all lessons through tasks which stretch all of them to persevere and do their very best.

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The achievement of pupils is good

 Achievement is good because all groups of pupils make good progress in reading, writing and mathematics, given their starting points.

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The achievement of pupils is good

 By the end of Key Stage 1, standards are above average in reading, writing and mathematics. By the end of Key Stage 2, the standards attained by pupils are in line with national levels, and above national levels in reading.

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The achievement of pupils is good

 Pupils eligible for additional funding attain higher standards in reading, writing and mathematics than their classmates and their peers nationally. This is because activities are well matched to pupils’ specific needs through careful use of resources.

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The achievement of pupils is good

 Pupils who speak English as an additional language, disabled pupils and those who have special educational needs make good progress from their low starting points. This is as a result of well - planned activities to accelerate their skills in language and mathematics.

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The achievement of pupils is good

 Test results in 2013 also show that most able pupils achieved high standards in reading compared to their peers nationally. They did not achieve high enough standards in writing and maths compared to their peers nationally. However, as a result of the school’s work, current data confirms that more, but not yet all, of the most-able pupils are now working at higher levels in all subjects.

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The achievement of pupils is good

 Pupils enjoy reading and are confident readers. Older pupils listen to younger pupils read as part of their support for each other. This raises the level of importance for reading across the school.

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The achievement of pupils is good

 Children join the school in Reception Year, with skills and knowledge that are well below the levels expected for their age. By the end of the Early Years Foundation Stage, children make good progress from their starting points. Because starting points for this group were low, the most recent national phonics (the sounds that letters make) check at the end of Year 1 showed that pupils’ reading skills were below the national average. School information on pupils’ levels currently indicate that they are making rapid progress and working at levels that are higher than expected for that age group.

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The achievement of pupils is good

 The school is inclusive and enables all staff and pupils to excel because it maintains high expectations for equal opportunities.

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The quality of teaching is good

 The quality of teaching is good because teachers provide pupils with positive opportunities for learning and deepening their knowledge. As a result, pupils are happy to come to school and excited about learning.

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The quality of teaching is good

 Pupils rapidly develop their skills in reading and writing. Their teachers plan and deliver challenging lessons that encourage pupils to think and work hard. For example, in a Year 6 literacy lesson, pupils were given a task to write a ‘100 word challenge in 15 minutes’. They supported each other with ideas and where keen to beat the clock.  Pupils develop their skills in mathematics because teachers and classroom assistants develop their thinking skills. In a Year 5 lesson on fractions, pupils demonstrated their skills to problem solve through peer discussions.

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The quality of teaching is good

 All groups of pupils including those who are disabled and have special educational needs experience consistently good learning activities. These activities are planned to meet their specific needs and to engage pupils who enjoy developing different skills. For example, pupils enjoyed and deepened their knowledge through the excavation project that was taking place on the school site. Inspectors observed their surprise and excitement at finding objects that were buried.

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The quality of teaching is good

 Teachers and their assistants understand how well pupils are doing. They regularly check the progress of pupils to make sure each one reaches their potential. Pupils receive clear feedback in their books on how well they have achieved their targets. However, guidance in books does not adequately challenge pupils to take responsibility for what they need to do next, and how they can further improve their skills. This hampers how quickly pupils can move on.

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The quality of teaching is good

 The-most able pupils are often, although not always, provided with challenge in the tasks that are allocated to them. They take responsibility for working on their own and with their peers before seeking help from their teachers. They call this process ‘think, pair, share’.

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The quality of teaching is good

 Children in Reception Year arrive with little knowledge of how to recognise their letters and sounds. The teaching of language, literacy and communication skills is of high quality and ensures that children are learning to sound out letters confidently. Children in Reception Year were excited about writing labels for an imaginary shop at the beach.

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The behaviour and safety of pupils are good

 The behaviour of pupils is good. Pupils are courteous and welcoming. Their behaviour around the school, at play times and in the lunch hall is consistently good.

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The behaviour and safety of pupils are good

 Pupils’ attitudes to learning are very positive. In their lessons, pupils listen well to instructions and complete their work to the best of their ability. They help each other and are keen to improve.

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The behaviour and safety of pupils are good

 Pupils contribute positively to their school through programmes that encourage peer support, gardening, and collective fundraising. The student council recently arranged a non-uniform day to collect money for an ex-pupil travelling to El Salvador in order to carry out charity work.

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The behaviour and safety of pupils are good

 Pupils do not always understand what they need to do in order to improve their own learning. Consequently, they do not yet take enough responsibility to improve their work following the marking of their books.

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The behaviour and safety of pupils are good

 The school’s work to keep pupils safe and secure is good.

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The behaviour and safety of pupils are good

 Relationships between pupils, their peers and their teachers are very positive. Pupils feel safe in school and are very confident and endearing when talking about their school and their teachers. They have a good understanding of how to keep themselves safe, and they understand potential internet dangers.

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The behaviour and safety of pupils are good

 Pupils are very enthusiastic to learn and arrive promptly to lessons. Attendance is above the national average because of the diligent work by senior leaders to improve attendance and maintain good levels of punctuality.

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The behaviour and safety of pupils are good

 Parents are very positive about the school and feel that their children are safe, happy and educated well.

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The leadership and management are good

 Leadership and management reinforce high expectations for all staff and pupils. The headteacher works collaboratively with her deputy and middle leaders to ensure that teaching is of good quality and achievement is least good. Leaders model and maintain a calm and positive working ethos throughout the school.

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The leadership and management are good

 Middle leaders effectively lead their subject areas and secure the best opportunities for all pupils. They monitor and evaluate their areas of responsibility regularly. Middle leaders also encourage reflection and good practice so that staff develop their skills in teaching different subjects.

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The leadership and management are good

 Leaders meticulously analyse how well pupils are doing in their subjects and provide clear, focused next steps for teachers in order to improve areas that need to be worked on. Teaching and achievement are not yet outstanding overall because the high levels currently being achieved by most -able pupils have not yet been sustained.

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The leadership and management are good

 Staff use information on pupils’ progress well to inform their teaching. This enables most groups of pupils, including disabled pupils, those with special educational needs, those eligible for the pupil premium and pupils who speak English as an additional language, to achieve well.

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The leadership and management are good

 The subjects pupils learn are well organised by teachers. Pupils are motivated by the classroom and outdoor learning activities that are provided for them. These are creative and develop academic, artistic and sports skills. Pupils learn how to play instruments, sew and perform drama activities. They learn about archaeology and about their heritage as well as other cultures and religions.

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The leadership and management are good

 The school successfully ensures that all elements of spiritual, moral, social and cultural learning are embedded in the daily activities of the school. The school community fosters a high level of respect and care for its members. Pupils take part in community projects and recently raised money through a music festival for schools in Malawi.

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The leadership and management are good

 The school makes effective use of the additional sports funding by promoting physical education and pupils’ health and wellbeing through clubs, and orienteering projects. Pupils take part in cricket, rounders, cross country running, and country dancing. They enjoy competing with other pupils and performing their work.

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The leadership and management are good

 Safeguarding practices meet the statutory requirements.

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The leadership and management are good

 The local authority provides a ‘light touch’ support for the school. It has provided opportunities for specialist support when needed.

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The leadership and management are good

 The governance of the school:  The governing body supports the headteacher well to ensure that good quality teaching and achievement are maintained. Governors hold the school to account by working closely with the headteacher and senior leaders. They visit the school regularly to keep up to date with developments. Governors take part in regular training on specific courses held by the local authority. They have a good understanding of the school’s information on pupils’ progress and how it is being used to maximise the impact of teaching. They ensure that teachers are suitably rewarded for good performance related to the quality of their teaching and pupils’ achievement. Additional funding is allocated well and leads to eligible pupils making good progress in their reading, writing and mathematics skills from their starting points. These pupils are currently doing better than their peers nationally.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 124627 Local authority Suffolk Inspection number 444139

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School details

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

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School details

Type of school Primary School category Maintained Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 193 Appropriate authority The governing body Chair Steve Backhouse Headteacher Kyrsty Beattie Date of previous school inspection 26 May 2010 Telephone number 01394 277897 Fax number 01394 279251 Email address admin@kingsfleet.suffolk.sch.uk guidance ‘raising concerns and making complaints about Ofsted', 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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School details

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 and as part of the inspection.

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School details

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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School details

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 and 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 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

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School details

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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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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