Kingsbury Green Primary School

Inspection of a good school: Kingsbury Green Primary School Old Kenton Lane, Kingsbury, London NW9 9ND

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Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

Pupils are very proud to be part of this diverse and inclusive school. There is a happy and harmonious atmosphere at Kingsbury Green. Pupils are kept safe. They are encouraged to identify five trusted adults they can go to if they need help. There are also worry boxes in every class and anti-bullying ambassadors. Pupils were proud to say that bullying was very rare at their school.

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What is it like to attend this school?

Pupils benefit from a well-structured and consistently applied approach to behaviour. They move around the school sensibly and quietly, and between activities in class. At breaktimes, there is a wealth of space to explore and enjoy, with plenty of adults around to help if necessary.

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What is it like to attend this school?

Pupils are expected to be focused on their work and try their best. Typically, they do well and meet these expectations. Life at the school is enriched by the presence of deaf pupils and staff. Pupils develop character through the consideration they learn to have for their deaf peers. For example, they keep noise at a sensible level so as ‘not to hurt their ears’ in class, and at key stage 1 pupils learn British Sign Language.

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What is it like to attend this school?

Pupils benefit from memorable trips to the theatre and art galleries, and learn about sustainability and being an eco-champion.

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

The school has established a curriculum that is ambitious for all pupils. It is broad and balanced and represents what is expected nationally. Leaders have carefully identified the key component knowledge and the order in which it is taught. This means that what is planned is sequenced sensibly, ensuring that pupils are ready for their next stages. For example, in the Nursery and Reception, pupils learn to identify different animals, before 15 and 16 May 2024

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discussing their similar characteristics and differences. This prepares them for when they learn about classification in Year 4.

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In lessons, teachers explain things clearly and use a range of resources to support pupils’ understanding. For example, in mathematics, pupils use objects to represent numbers or fractions before moving on to visual representations. Pupils are regularly encouraged to discuss what they are learning and to use the correct subject-specific vocabulary.

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Teachers regularly check what pupils have learned and understood. This means that they can quickly and effectively correct misconceptions. It also allows teachers to make adaptations to ensure that all pupils, including those with special educational needs and/or disabilities (SEND), are included and are successful in their learning. Pupils with SEND do very well because their needs are understood and supported. This is typically through high-quality teaching and careful adaptations. The school’s consistent and thoughtful approach to curriculum intent and implementation means that pupils typically produce work of excellent quality and achieve highly.

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The school have been resourceful and imaginative in response to changing and increasingly complex levels of need presented by pupils at the school. The school has provided a highly supportive environment and teaching for a small number of pupils who need an alternative approach. This works alongside the very successful and well- embedded additional resource provision (ARP) for pupils with hearing impairments. Both these provisions share their expertise and dovetail well into the mainstream school, enriching the learning, behaviour and culture.

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The school implements an approved phonics scheme with fidelity and expertise. It carefully tracks how well pupils are doing and helps them catch up quickly if they fall behind. In the Nursery, there is a language and sound-rich environment. Children are taught to identify sounds and then listen to instructions delivered phonetically. This starts to prepare them for the phonics work they do in Reception.

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The school has established clear and consistent routines that support pupils to move safely around the school. Pupils and adults relate very well together. Attendance is an ongoing issue that leaders continuously prioritise. They work with families and professionals to support pupils to attend school. As a result, attendance figures are slowly improving.

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Pupils are taught about British values and how they link to their school values. Pupils’ wider development through personal, social and health education, assemblies, cultural celebrations, visits and clubs enriches and expands their cultural capital. Leaders have gone to great lengths to track who attends these events and clubs and ensure that they are as inclusive as possible. Pupils are taught about all the major world faiths, and how to stay healthy physically and emotionally, as well as how to stay safe online.

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Leaders, including governors, are very conscious of the well-being of school staff. They have taken proactive steps to support staff, including the establishment of a well-being committee, and by changing assessment demands so that it is less burdensome. 15 and 16 May 2024

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Safeguarding

The arrangements for safeguarding are effective.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good in December 2018.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View 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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘ disadvantaged pupils ’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 15 and 16 May 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Chantelle Corbyn-Thomas

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School details

Website kingsburygreenprimaryschool.org.uk

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School details

Dates of previous inspection 11 and 12 December 2018

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Information about this school

 The school has a well-established ARP for 30 pupils with hearing impairments. All pupils have an education, health and care (EHC) plan and some have other needs in addition to their hearing impairment. It is called the Total Communication Base.  The school has informal SEND provision for five pupils with complex needs. Some of these pupils have EHC plans. However, some are also awaiting assessment. This provision was established in September 2023 to meet an increased complexity of need presented at the school.  The school makes use of one alternative provision.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school. 15 and 16 May 2024

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 The inspector carried out deep dives in early reading, history and mathematics. To do this, she met with subject leaders, had discussions with staff and pupils, visited lessons and looked at pupils’ work. Other subjects were considered as part of this inspection.  The inspector scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  The inspector met with senior leaders, a selection of subject leaders, teachers and support staff.  The inspector met with members of the governing body including the chair of governors. She also spoke to a representative from the local authority.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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 The views of pupils, parents and staff were considered through discussions and looking at information collected from Ofsted’s online surveys.

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Inspection team

Una Buckley, lead inspector His Majesty’s Inspector 15 and 16 May 2024

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regulates and inspects to 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, 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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