King's Park Infant School, Dereham

Inspection of a school judged good for overall effectiveness before September 2024: King’s Park Infant School, Dereham Kings Park, Dereham, Norfolk NR19 2AG

p.1

Outcome

King’s Park Infant School, Dereham has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Rachel Creed. This school is part of Unity Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Glyn Hambling, and overseen by a board of trustees, chaired by John Baumber. The headteacher is responsible for this school and one other.

p.1

What is it like to attend this school?

Pupils feel happy and make good friends here. They enjoy learning and look forward to each day. This is because teachers make lessons interesting with stories, practical activities and challenges. Pupils feel comfortable to ask questions and try new things. When they need help, staff listen to them and provide the support they need.

p.1

What is it like to attend this school?

The school expects everyone to do their best. Pupils rise to the challenge and take pride in their work. Reading, writing and mathematics are taught with care, which helps pupils to successfully build strong foundational skills. Pupils enjoy learning and using new words, solving problems and sharing their ideas.

p.1

What is it like to attend this school?

Classrooms are calm and focused. The school teaches pupils about ‘learning powers’. These are the positive attitudes the school encourages pupils to take on, such as resilience and cooperation. Pupils listen, work hard and show respect. Pupils understand the school rules and follow them with pride. Pupils know that it is important to be kind.

p.1

What is it like to attend this school?

A range of trips and special events support pupils to learn about teamwork and resilience. Pupils develop their understanding of responsibility and democracy through being members of the student council and the eco council. 11 March 2025

p.1

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

The curriculum is well structured and ambitious. Subjects follow a clear sequence, building knowledge logically from the Reception Year onwards. The school prioritises skills such as reading, writing and mathematics and ensures that topics provide opportunities for pupils to learn key knowledge in all the subject areas.

p.2

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

Lessons are clear and focused on ensuring that pupils understand key concepts. Teachers give pupils extra opportunities to practise learning key knowledge such as addition facts, so that pupils can easily recall and use this knowledge. Teachers regularly check how well pupils are learning the curriculum. They use this information to adapt lessons effectively. A new approach to teaching writing supports pupils to add structure, detail and emotion to their writing. However, teachers do not consistently spot misconceptions and gaps in pupils’ learning. This impacts on pupils’ progress in foundational writing skills such as spelling and handwriting.

p.2

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

Early reading is a strength. Staff are well trained to teach phonics. The school regularly checks that phonics lessons are of a high quality. Pupils read books matched to their ability. This helps to build their confidence and fluency. The school quickly identifies and helps pupils who need support to catch up with their reading.

p.2

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

Pupils with special educational needs and/or disabilities (SEND) receive strong support. This ensures that they can access learning alongside their peers. The school benefits from a range of expertise and advice from SEND experts within the trust. Staff are reflective, constantly noticing and adjusting pupils’ support while considering parents’ and carers’ views to shape pupils’ support plans. Consequently, pupils with SEND achieve well from their various starting points.

p.2

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

In the early years, children thrive in a well-organised, nurturing environment. Staff know the curriculum well and support children’s development with care and attention. Staff focus closely on children’s vocabulary development and social skills. As a result, children build strong language skills, confidently retelling stories and using new words correctly. Staff work closely with parents to ensure a seamless transition between home and school. This supports the school to identify children’s needs at an early stage.

p.2

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

The school ensures that pupils learn how to be kind and respectful. Routines help pupils to know what to do to meet teachers’ high expectations. Rewards, such as certificates given in assemblies, motivate pupils to follow the rules and engage in learning. The school closely monitors pupils’ attendance, working closely with families to encourage high attendance.

p.2

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

The school’s personal development programme is well structured, age-appropriate, and effectively supports pupils’ emotional understanding. As a result, pupils demonstrate strong social skills, an awareness of safety, and a commitment to healthy living. Pupils take these messages seriously, reminding each other how to keep safe. The school supports pupils to develop an understanding of how diverse the world is and how to appreciate different beliefs and cultures. 11 March 2025

p.2

3

Leaders, including governors, ensure that the school’s vision for academic success and personal growth for all pupils comes to fruition. Parents appreciate leaders’ visibility, accessibility and engagement with the community. The school provides a range of workshops for parents to learn more about reading, mathematics and pupils’ safety. Regular collaboration between the school and the trust strengthens practices and promotes continuous improvement. Staff feel supported with their workload and well- being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Occasionally, some gaps in writing skills go unnoticed by staff. This impacts on pupils’ progress in foundational writing skills such as handwriting and spelling. To strengthen outcomes in this area, the school and the trust should ensure that all checks on pupils’ writing consistently address any misconceptions or knowledge gaps they may have.

p.3

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.

p.3

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.

p.3

Background

This is the second ungraded inspection since we judged the predecessor school, King’s Park Infant School, to be good for overall effectiveness in September 2014. 11 March 2025

p.3

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 11 March 2025

p.4

School details

Date of previous inspection 21 January 2020, under section 8 of the Education Act 2005

p.5

Information about this school

 The school provides before-school care.  The school does not use alternative provision.  The school shares a local governing body and is federated with Grove House Infant School and Nursery.  The executive headteacher took on the substantive role in September 2024.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 11 March 2025

p.5

6

 The lead inspector held meetings with two trust directors, the chief executive officer, the chair of trustees and a member of the local governing body.  The inspectors visited a sample of lessons in a range of subjects; spoke with pupils about their learning experiences and looked at samples of pupils’ work.  The inspectors observed pupils’ behaviour during breaktimes and in lessons.  To evaluate the effectiveness of safeguarding, the inspectors: 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.  The lead inspector reviewed a wide range of documents, including leaders’ evaluation of the school.  Inspectors met with staff and considered their views expressed through Ofsted’s staff survey. The lead inspector also considered the views of parents shared through Ofsted

p.6

6

Parent View, including the free-text responses.

p.6

Inspection team

Hannah Stoten, lead inspector His Majesty’s Inspector

p.6

Inspection team

Ryan Freeman Ofsted Inspector 11 March 2025

p.6

7

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.

p.7

7

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 .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7