Kingsclere Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Kingsclere Church of England Primary School Ash Grove, Kingsclere, Newbury, Berkshire RG20 5RE

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Outcome

Kingsclere Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

The school’s high expectations shine through all aspects of its work. Pupils meet these expectations well, whether this is through their very positive behaviour or through their hard work. Pupils learn and achieve well, including pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Pupils flourish in this welcoming and supportive school. They build strong, positive relationships with staff and each other. Pupils have a strong sense of belonging, feel safe and are happy. They strive to win house points by being kind to others and trying their best in lessons. Pupils are proud to represent their house, for example in the annual swimming gala and water polo competitions.

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What is it like to attend this school?

Pupils benefit from a wide range of experiences that broadens their learning. There is a variety of clubs on offer such as calligraphy, sports teams, choir and outdoor adventure. The school prepares pupils to be active citizens. For example, the school encourages pupils to take on responsibilities to develop their leadership skills such as becoming house captains and digital leaders. Pupils carry out these roles with enthusiasm. The school council plays an active role in school life. It recently organised a ‘break the rules day’, raising money for their partner school in Uganda.

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

The school’s curriculum is broad and ambitious. The school uses it to help celebrate its locality well. The curriculum is designed around a two-year cycle. It supports the learning of pupils in mixed-age and single year group classes effectively. 5 and 6 November 2024

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A recent review has ensured that the school has identified the key knowledge that it wants pupils to learn and remember. The school provides guidance and training for staff. This has resulted in a common approach to teaching. Teachers explain new knowledge clearly, giving pupils time to think and rehearse their answers. However, occasionally, in a few subjects, teachers use activities that do not support pupils to learn the identified knowledge as effectively as they could. This hinders how well pupils learn.

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Children get off to a flying start in Reception. There is a sharp focus on developing language and mastering basic skills, such as holding a pencil correctly. Pupils with SEND are high priority for the school. Needs are identified promptly. The school has put in place clear systems and adaptations which help meet the needs of all pupils well. Some pupils with SEND require tailored behaviour and emotional support. The school provides this thoughtfully and successfully. Decisions are always made with the best interests of pupils in mind.

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In English and mathematics, staff check what pupils know and can do effectively. They use this information well to inform their teaching. However, in a few subjects in the wider curriculum, the strategies used to check pupils’ understanding are at an early stage of development. The school is considering the best way forward for this area of work currently. This means that, sometimes, gaps in pupils’ learning are not addressed as well as they should be.

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The school has made the teaching and enjoyment of reading a priority. Pupils enjoy reading, especially to Bobby, the school’s therapy dog. There is a highly effective approach to the teaching of the school’s phonics programme. Staff have high levels of expertise. The school acknowledges that, in the past, the approach to the teaching of phonics was not as secure. This means that a few pupils in Years 5 and 6 do not read as well for their age as they should. The school is addressing this effectively with bespoke and carefully tailored support. The school’s approach to teaching spelling is having the desired effect. For example, younger pupils benefit from being able to practise writing and spelling words that link to the sounds that they are learning.

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Pupils are enthusiastic about their learning. They want to find the answers to the overarching enquiry questions posed by their teachers. They take great pride in the presentation of their work. Pupils behave sensibly. They understand behaviour routines well. Pupils show great consideration for others. Any disruption to learning is rare.

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The school provides stimulating experiences that enrich pupils’ learning. For example, a recent visit to Didcot Railway Centre helped pupils understand the impact of the railways over time. Residential trips encourage pupils to learn new skills and challenge themselves. The school makes sure that pupils learn about difference. For example, a recent talk about neurodiversity supported pupils to understand their friends better. Pupils discuss such issues with great sensitivity. 5 and 6 November 2024

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The governors are aligned with the school’s vision for continuous improvement. The approach to enhancing the school is thoughtful and well-planned. Parents and carers have great trust in the school, speaking of it highly.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects in the wider curriculum, the school has not established how best to assess how well pupils are learning the intended curriculum. This means staff are not being well supported in being able to identify and then close gaps in pupils’ knowledge. The school should review its approach to assessment in these subjects.  In a few subjects, sometimes the tasks that pupils are asked to complete do not help them to learn what is set out in the curriculum. When this happens, pupils do not develop the depth of subject-specific knowledge and skills that they should. The school should ensure that staff have the support needed in being able to select and use tasks that better support the implementation of the curriculum in these subjects.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 for overall effectiveness in January 2019. 5 and 6 November 2024

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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). 5 and 6 November 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 29 and 30 January 2019, under section 5 of the Education Act 2005

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Information about this school

 The new headteacher was appointed in April 2024. They have been the acting headteacher since June 2022.  Currently, the school has seven classes. Year 5 and Year 6 pupils are taught in mixed- age classes. The others, including Reception, are taught in year group specific classes.  The school is a Church of England school in the Diocese of Winchester. The school’s last section 48 inspection took place in February 2018.  The school does not currently use any 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. 5 and 6 November 2024

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 During the inspection, the inspector met with the headteacher and the senior leadership team. They spoke with representatives from the local authority and Diocese of Winchester. They met with five members of the governing body, including the chair of governors.  The inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  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’ interest first. The inspector also held a telephone conversation with the local authority designated officer.  Throughout the inspection, the inspector met with groups of staff. They also considered the opinions expressed through the online staff survey.

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 The inspector considered the responses to the confidential pupil survey. They also took account of the responses to the online survey, Ofsted Parent View and parents’ free- text comments.

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Inspection team

Lea Hannam, lead inspector Ofsted Inspector 5 and 6 November 2024

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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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