Kings Kids Christian School

Kings Kids Christian School 100 Woodpecker Road, New Cross, London SE14 6EU

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Inadequate

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Personal development, behaviour and welfare Requires improvement

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

 Leadership and management are inadequate because leaders have not ensured that all the independent school standards are met.  The curriculum is inadequate. Pupils do not make progress in their knowledge, understanding and skills across the full range of subjects so outcomes for pupils are inadequate.  Pupils’ behaviour requires improvement. Pupils’ learning is sometimes disrupted because teaching is not planned effectively.  Leaders have not encouraged pupils’ understanding of and respect for people with different faiths, cultures, including the protected characteristics.  Teaching, learning and assessment are inadequate. Schemes of work are not in place and the school’s assessment system is not clearly understood by leaders and staff.  The early years provision is inadequate. This is because the statutory requirements for the early years are not all met.

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Summary of key findings for parents and pupils

 The headteacher and governors have successfully developed a strong Christian ethos for the school. This has a positive impact on pupils’ personal development.  Relationships between staff and pupils are good-natured. This contributes positively to pupils’ wellbeing. Safeguarding is effective.  Pupils’ personal development and welfare are good. Pupils are confident and articulate. Their spiritual development is strong.  Pupils’ conduct around the school is generally good.

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Summary of key findings for parents and pupils

 The school must take action to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 and associated requirements. The details are listed in the annex to the full report.

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What does the school need to do to improve further?

 Improve the curriculum by providing pupils with: – scientific knowledge and skills, including scientific theories about the origin of life on Earth – relevant skills and knowledge in geography and history – opportunities to develop skills in a broad range of games and activities in physical education – opportunities to develop understanding and skills in technology.  Improve teaching, learning and assessment, including in the early years, by ensuring that: – schemes of work and learning plans, which provide for challenging learning activities for all pupils, are available for all subject areas and used by teachers – teachers use assessment information about pupils’ learning and progress to plan their next steps so that they make consistently good progress across all subjects – teachers continue to improve their questioning skills.  Improve the premises by ensuring that: – the toilet facilities for pupils over the age of eight are separate for boys and girls and

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What does the school need to do to improve further?

meet the requirements of the independent school standards – the temperature of the hot water is reduced so it does not pose a scalding risk.  Improve outcomes for pupils by ensuring that there are more opportunities for pupils to develop: – their own extended writing in a range of genres – their understanding of shape and space, measurement and application of mathematics.  Improve the early years provision by ensuring that all the requirements of the early years statutory framework are met.  Improve leadership and management by encouraging respect for other people, paying particular regard to the protected characteristics and ensuring that this is reflected in the personal, social, health and economic (PSHE) curriculum plans.  Ensure that the school meets the independent school standards, as set out in the annex of this report.

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Effectiveness of leadership and management Inadequate

 School leaders have not ensured that all the independent school standards are met.  The school’s curriculum does not meet requirements. Pupils do not study practical science or develop the skills to collect and evaluate scientific evidence. The creation story is taught in science and there is no evidence that pupils learn scientific theories about the origin of the Earth. Pupils study human and social subjects linked to the stories of the Bible, the lives of Christian missionaries and the history of the United States of America. More recent resources, which some pupils use, focus on the history and geography of the United Kingdom. However, overall pupils’ learning is limited because they do not learn geographical and historical skills. Pupils go swimming regularly. However, their broader experience of developing skills over time in physical education is limited and hampered by the lack of schemes of work. Pupils have received

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Effectiveness of leadership and management Inadequate

teaching of art, music and drama and there is evidence of pupils making some progress over time. Leaders are taking steps to enrich the curriculum. For example, food technology has recently been introduced.  Leaders have not ensured that all curriculum subjects are supported by up-to-date plans and schemes of work which meet the needs of the pupils, as required by the independent school standards. For example, pupils’ progress in information and communication technology is limited because of the lack of learning plans and schemes of work. Plans were only available for PSHE and art.  The school’s system for assessing and monitoring pupils’ progress is in its infancy. The school uses a wide range of standardised tests when pupils join the school and as they move through the year groups. However, leaders are unsure about how to monitor pupils’ progress and attainment.  Leaders have not ensured that they encourage respect for other people, paying particular

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Effectiveness of leadership and management Inadequate

regard to the protected characteristics. Pupils say that they should love people who are members of other faiths, while also describing gods of other faiths as ‘false gods’. Pupils know very little about other faiths and leaders’ work to address this is in the early stages of development. Leaders have ensured that pupils know about the government and institutions of Britain and know about democracy.  School leaders have a clear plan to improve teaching. Leaders observe classes regularly, give feedback and have developed an appraisal system. The headteacher accurately identifies strengths and weaknesses in teaching. Where aspects of teaching are prioritised, such as questioning, some improvement is seen. However, this remains work in progress.  The headteacher is knowledgeable and skilled in accurately identifying pupils who have special educational needs (SEN) and/or disabilities. The planning and support for these

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Effectiveness of leadership and management Inadequate

pupils, including those with an education, health and care (EHC) plan, are strengths of the school.  Parents and carers are very supportive of the school and value the work of the headteacher and staff.

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Governance

 Governors have not ensured that all the independent school standards are met.  Governors care deeply about the school and are ambitious for its future. Their values are evident in the work of the school. They see their purpose as to ensure that all pupils are well cared for and reach the highest academic standards. They are taking steps to broaden the curriculum, but this work is not complete.

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Safeguarding

 The arrangements for safeguarding are effective.  The school has an up-to-date safeguarding policy which meets requirements and is published on the school’s website. The headteacher has developed an effective culture of safeguarding across the school. Adults have relevant training and understand their responsibilities to ensure that pupils are safe and well cared for. School leaders also work effectively with parents to keep children safe. For example, school leaders ran a workshop for parents about online safety.

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Quality of teaching, learning and assessment Inadequate

 The quality of teaching, learning and assessment is inadequate because of weaknesses in the curriculum and teaching.  Teachers’ planning does not consistently take into account pupils’ needs and the differing prior attainment of pupils of different ages in the same class. Learning plans, as required by the independent school standards, do not exist except for PSHE and art. As a result, teachers struggle to plan relevant and challenging activities and pupils do not make the progress of which they are capable, particularly the most able.  The school uses a wide range of standardised tests, for example to measure pupils’ reasoning, reading and spelling skills. Teachers do not use information about pupils’ progress to plan the next steps in their learning and to set challenging work.  Teachers’ questioning skills are inconsistent. Effective questioning, as seen in citizenship, gave pupils opportunities to deepen their understanding and explore ideas. However,

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Quality of teaching, learning and assessment Inadequate

when questioning was ineffective, pupils called out and noise levels rose, which disrupted pupils’ learning.  Teachers have good subject knowledge. They are ambitious for their pupils and keen to impart knowledge and develop pupils’ understanding and skills.  Relationships between staff and pupils are good-natured and pupils get on well together. The mutual respect between adults and pupils usually supports a calm learning environment. This has a positive impact on pupils’ personal development and learning.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  The school’s strong faith ethos has a positive impact on pupils’ personal development. Pupils’ spiritual development is particularly well supported and pupils are reflective learners. Pupils have a strong sense of community and understand their role in contributing to the harmony of the school. However, pupils do not know enough about other faiths, cultures and different groups of people with the full range of protected characteristics. This means that pupils are not as well prepared for life in modern British society as they could be.  Pupils are self-confident and articulate, with a wide vocabulary. They engaged in lively conversation about their school with the inspectors. They can discuss different points of view with maturity. They are proud of their school.  Pupils are well cared for. They trust adults to look after them and are confident that

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Personal development and welfare

adults will sort out any concerns or worries that they have. Pupils say that there is some bullying, but that adults deal with it appropriately.  Pupils know how to keep themselves safe in school and in the community. They are confident about how to stay safe online.

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Behaviour

 The behaviour of pupils requires improvement.  Pupils sometimes get distracted in class and learning is disturbed. This is because teachers do not plan activities to meet pupils’ learning needs so they find the work too easy, or too hard. Pupils sometimes call out answers to questions without waiting to be asked, so interrupting the flow of the lesson.  Pupils usually conduct themselves well around the school. Pupils and adults are usually respectful to each other and this sets a positive tone. Teachers set clear expectations and pupils respond promptly to instructions. On a visit to the park, for example, pupils knew and understood the routines and followed them, ensuring that everyone enjoyed the lunchtime outing.  Pupils’ attendance is broadly in line with the national average. The headteacher’s skilled work with those pupils who join the school with a poor attendance record enables them to improve their attendance.

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Outcomes for pupils Inadequate

 Pupils do not have opportunities to develop knowledge, understanding and skills in a range of subjects. This is because the subjects are not taught or they are not planned well enough to enable pupils to make progress.  Pupils’ progress in science is limited because they do not learn about scientific theories or the application of the scientific method to collecting and evaluating evidence. They do not have opportunities to develop practical skills.  Pupils do not make sufficient progress in humanities and social aspects of the curriculum. This is because history and geography are taught solely through the stories of the Bible or the history of the United States of America, in particular the lives of early American missionaries. School leaders have started to acquire resources based on British history and geography, but only a few pupils have access to these.  Pupils are not yet making consistently good progress in technology because these

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Outcomes for pupils Inadequate

subjects have only very recently been added to the curriculum.  In English, pupils make progress broadly in line with other pupils nationally. Pupils’ writing is weaker than other aspects as they do not have enough opportunities to develop their skills in extended and creative writing. Pupils have a wide vocabulary and their speaking and listening skills are well developed. Pupils’ knowledge of spelling, punctuation and grammar is good. The school’s individual learning programmes enable pupils to develop and extend their knowledge and understanding of these language features.  In mathematics, pupils make progress broadly in line with other pupils nationally. Progress is not stronger because pupils spend too much time repeating simple sums and do not move on quickly enough to more challenging work. Overall, pupils make less progress in their understanding of shape and space and the application of mathematics

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Outcomes for pupils Inadequate

than they do in number work.  Pupils who have SEN and/or disabilities are well supported. The headteacher is the special educational needs coordinator. She is highly skilled and has a positive impact on pupils’ learning and progress.

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Early years provision Inadequate

 The provision for early years is inadequate because the statutory requirements for the early years are not all met. There is confusion about which assessment system leaders are using. The school’s assessment systems are not fit for purpose because they do not enable adults to monitor children’s progress. Consequently adults do not plan learning activities to ensure that children make progress. Current weaknesses in planning and assessment result in children not being as well prepared for Year 1 as they should be. A new planning system has recently been introduced.  Adults bring children’s activities to an end before they have had time to consolidate and extend their learning. This is because of weak assessment and planning. Consequently children do not make strong enough progress in literacy and mathematics.  Safeguarding is effective and the safeguarding and welfare requirements are all met. Children are well cared for.

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Early years provision Inadequate

 Leaders have ensured that a supportive learning environment and a range of play activities for children. Children are given time to experience and enjoy creative play and opportunities to choose activities for themselves.  Children share toys and play together well. They behave well and are responsive to adults. They join in each other’s activities and help each other to succeed, as seen, for example, when they were making a building block tower.  Parents are very supportive of the early years provision. Parents are invited in regularly and are involved in their child’s learning and development. Relationships between home and school are strong.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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School details

Website www.kingskidschristianschool.org.uk

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School details

Date of previous inspection 25–27 February 2017

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Information about this school

 Kings Kids Christian School is an independent school for boys and girls in the London Borough of Lewisham. The school is a Christian faith school.  The school occupies a site which was formerly a local community centre.  The school is registered for pupils between the ages of three and 11.  The school uses local parks for recreation and local parks and a swimming pool for physical education classes.  The school has 25 pupils, including a few pupils who have SEN and/or disabilities.  Pupils are taught in three mixed-age classes, including early years provision. The school uses the Accelerated Christian Education (ACE) curriculum for English, mathematics, science and social studies. A range of other subjects such as citizenship, French and art are taught in addition to the ACE curriculum.  The school’s proprietor is also the headteacher.  The school’s previous full standard inspection took place in February 2014.

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Information about this inspection

 This full standard inspection was conducted with one day’s notice.  Inspectors visited all classes, including the early years. Some of these visits were made jointly with senior leaders.  Inspectors looked at pupils’ work in books.  Two groups of pupils talked to inspectors about their school. Inspectors also talked informally with pupils and listened to pupils read.  Inspectors undertook a tour of the premises and visited the park with pupils at lunchtime.  Meetings were held with the headteacher and senior staff to discuss the impact of their work. The lead inspector met with the chair of the governing body.  Inspectors considered the eight responses to the Ofsted online survey (Parent View). There were no responses to the Ofsted staff survey  Inspectors scrutinised documentation including records of safeguarding, pupils’ behaviour and attendance, curriculum plans, the maintenance of the premises and pupils’ progress.

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Inspection team

Janet Hallett, lead inspector Her Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if – – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b), 2(1)(b)(i) the written policy, plans and schemes of work take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan -  2(2) For the purposes of paragraph (2)(1)(a), the matters are – – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. – 2(2)(d), 2(2)(d)(ii) personal, social, health and economic education which encourages respect for other people, paying particular regard to the protected characteristics set

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Part 1. Quality of education provided

out in the 2010 Act.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school – – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor – – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b) ensures that principles are actively promoted which – – 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that – – 23(1)(b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time.  28(1) The standard in this paragraph is met if the proprietor ensures that – – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school – – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently.

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requirements

 2.6 The early years foundation stage profile must be completed for each child.  2.7 Each child’s level of development must be assessed against the early learning goals.  2.8 A copy of the profile report must inform the dialogue between Reception Year and Year 1 teachers about children’s stages of development and learning needs.  2.9 The school must share the results of the profile with parents and/or carers.  2.10 The profile must be completed for all children, including those who have special educational needs (SEN) and/or disabilities. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . 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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requirements

Parent View 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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requirements

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.gov.uk/government/organisations/ofsted .

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requirements

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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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requirements

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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requirements

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requirements

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requirements

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

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