Kingfisher Community Primary School

Inspection of Kingfisher Community Primary School Kingfisher Drive, Princes Park, Walderslade, Chatham, Kent ME5 7NX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Overall effectiveness at previous inspection Requires improvement 11–12 September 2019

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What is it like to attend this school?

Pupils told us that they enjoy their learning and life at school. They say that teachers challenge them and encourage them to do well. Learning is interesting and pupils are keen to do their best. The school expects every pupil to do exceptionally well.

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What is it like to attend this school?

Kingfisher is a friendly school. Pupils get on well and respect each other. During the inspection, pupils’ behaviour in all parts of the school was exceptionally good. Pupils say that if anyone misbehaves, teachers are very good at dealing with it. Pupils respond very well to the diamond system of rewards, which they value highly.

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What is it like to attend this school?

Pupils are well supervised throughout the school day and there is always someone to talk to if they have a worry. They say there are no incidents of bullying and they feel safe at school. Behaviour and past bullying incidents have been handled by leaders and staff very well. There have been marked improvements in these areas since the last inspection.

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What is it like to attend this school?

Most pupils take part in at least one club each week. They are physically active every day and there are lots of opportunities to participate in games at breaktimes and lunchtimes.

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better?

The multi-academy trust (MAT) and school leaders have significantly improved the quality of education since the last inspection. They have high aspirations for all pupils, which are shared by the staff.

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better?

Leaders are knowledgeable and have planned the curriculum thoughtfully. The MAT has supported leaders and teachers exceptionally well, ensuring that teachers have the skills and strong subject knowledge to teach effectively. The curriculum is well organised so that pupils can remember, and build on, their learning. For example, in science, pupils remember how to make a test fair. They make very good progress through the curriculum. In 2019, pupils’ attainment in reading, writing and mathematics was above the national average at both key stages 1 and 2.

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better?

In French and design technology, the clear sequence of learning is not as effectively taught. Pupils’ progress and memory of what they have learned are not as strong.

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better?

Leaders give high priority to the teaching of early reading. From the start of Reception, pupils quickly grasp phonics. Pupils are well supported and very few fall behind. Staff read pupils engaging stories, which help them enjoy reading. The books pupils read are well matched to their phonics skills. The school motivates pupils to read often.

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better?

Teachers have a secure knowledge of mathematics and teach it well. Leaders have set out what to teach and when, so that pupils build up their understanding over 11–12 September 2019

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time. Teachers are good at spotting, and quickly supporting, pupils who may be struggling. For example, as they go around the class, teachers notice which pupils have not grasped new concepts. They draw the class together to go over something again. As a result, pupils enjoy learning mathematics and achieve very well.

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Teachers know the pupils very well and provide well for the range of abilities. They support pupils with special educational needs and/or disabilities (SEND) very effectively. They plan next steps in learning carefully and they keep a close eye on how well these pupils are doing. They tailor additional support to meet individuals’ needs, so that these pupils are not left behind.

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Pupils develop resilience, confidence and the ability to be independent at Kingfisher. The MAT’s values drive this. The ‘wide horizons’ curriculum, which offers rich experiences, prepares pupils to become responsible, articulate citizens in the world. For example, pupils’ involvement in their own parliament enables them to develop leadership skills and have a say in the direction of the school. They are committed to the school’s values. The school provides a range of festivals and cultural experiences. These support pupils’ sense of respect and their understanding of how people can be different.

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The early years provides a stimulating environment. The curriculum is broad and well planned. Children are engaged and quickly become confident and independent. From the start, children learn to play together, take turns and share equipment while playing. Behaviour is very well managed; routines and a calm atmosphere are quickly established. Teachers use their observations of what the children know and can do to plan their next steps carefully. Teachers pay very close attention to children’s different needs and stages of development. Children quickly gain skills in early reading and mathematics and achieve highly in all areas of learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff give priority to the safety of pupils. They are sensitive to pupils’ needs and are vigilant in spotting indications that a pupil may be at risk of harm. They quickly refer concerns to the designated safeguarding leaders (DSLs).

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Safeguarding

DSLs are suitably trained and regularly train staff. They work effectively with outside agencies, ensuring that vulnerable pupils and their families receive appropriate support.

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Safeguarding

Leaders know the risks pupils face and they teach pupils about them. For example, following a historical incident of online bullying, the school has invited local police community support officers to give regular talks about cyber bullying. 11–12 September 2019

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(Information for the school and appropriate authority)

 Leaders have put in place clear plans designed to ensure progression in learning through all subjects. These have been implemented very effectively in a number of subjects. However, leaders’ stringent checks show that pupils’ subject-specific skills and knowledge are not as well developed in French, design technology and computing as they are in other subjects. Plans that have been thoughtfully developed should be fully implemented in these subjects, so that pupils’ learning and achievement are equally strong across the curriculum. Leaders need to ensure that pupils’ learning is sufficiently consolidated to enable them to achieve the high standards intended.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 11–12 September 2019

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School details

Inspection number 10111135 Type of school Primary

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School details

Date of previous inspection 4–5 July 2017

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Information about this school

 The school was last inspected under section 5 of the Education Act 2005 on 4–5 July 2017. A monitoring visit was carried out by one of Her Majesty’s Inspectors on 5 October 2018.  The school is a member of the Griffin Schools Trust. The board of trustees are responsible for the school and hold it to account. The school’s work is also overseen by a local governing body, which reports to the board of trustees.  The school works in collaboration with other schools in the trust and is routinely supported by a MAT director of education.  The school has a nursery, which admits 3-year-olds.  The school provides a breakfast club, which formed part of this inspection.  The school has a higher than average proportion of pupils eligible for free school meals.  There has been a higher than average increase in the percentage of pupils with special educational needs with an education, health and care plan between 2017

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors held meetings with the executive headteacher, head of school, senior and middle leaders, including the special educational needs coordinator (SENCo), the chief executive officer and a d irector of education from the MAT with responsibility for the school, the chair of the local governing body and the chair of the MAT’s trust board.  We focused deeply on reading, mathematics, physical education and art. When we focused on these subjects, we held discussions with senior leaders and subject leaders with responsibility for those subjects, undertook observations of teaching, including the support given to pupils with SEND, looked at pupils’ work, and held discussions with pupils and teachers. We also considered pupils’ learning in other subjects.  We inspected safeguarding by reviewing the arrangements for pre-appointment checks carried out by the school, including the single central record. We spoke to

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Information about this inspection

staff about their understanding and training in relation to their safeguarding responsibilities. We held discussions with the school’s designated safeguarding leaders, and reviewed case files and records held, including records of staff training.  We held discussions with parents at the beginning and end of the school day. We considered the 36 responses to Parent View, Ofsted’s online questionnaire, and the 36 free-text comments.  We considered the 16 responses to Ofsted’s staff survey and held discussions with staff about their work.  We considered the 42 responses to Ofsted’s pupil survey.

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Inspection team

Peter Wibroe, lead inspector Ofsted Inspector

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Inspection team

Teresa Davies Ofsted Inspector 11–12 September 2019

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