Schools & FE · Report card

Kings' Forest Primary School

Inspected 18 Nov 2025 · URN 150007

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Summary

No overall grade in this frameworkSafeguarding met

Jason Edge (lead), Kelly Olive, Victoria Griffin, Wendy D'Arcy

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
18 Nov 2025
Inspectors verified
Jason Edge, Kelly Olive, Victoria Griffin, Wendy D'Arcy
Postcode verified
BS15 4PQ
Name on report verified
Kings' Forest Primary School
Safeguarding verified
Met
URN verified
150007

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+59Positivemore positive than 28% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyhigh-qualitythriveconsistentlyhighly effectivesecureambitious

Criticismgapspoorconcernstoo fewlacksdisruptionfall behindnot consistently

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1609w+56
Leadership225w+76
Safeguarding51w−11
What needs to improve51w+56

Strengths

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Concerns

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They understand the reasons behind some pupils’ poor attendance and quickly address these. p.2

Next steps

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What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,934; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 58%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 31%

Full report text

Kings' Forest Primary School

Address: Station Road, BS15 4PQ Unique reference number (URN): 150007

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Inclusion is central to the school's work. Highly skilled leaders swiftly identify the needs of pupils with special educational needs and/or disabilities (SEND). They work tenaciously with staff, parents and carers and external agencies, to ensure that the needs of these pupils are met. Small group provisions, which run alongside mainstream classes, are carefully designed to help pupils to become increasingly independent. Staff in these provisions receive professional learning, which ensures that they have a deep understanding of what pupils need to be successful. As a result, this group of pupils consistently make highly positive progress across the curriculum from their starting points. Leaders check closely how well pupils achieve. When further adaptations need to be made, these happen quickly to ensure that pupils with SEND continue to succeed.

p.2

Inclusion Strong standard

Leaders' use of the additional funding to support disadvantaged pupils is highly effective. For example, it is used to provide additional teaching that closes gaps and improves outcomes for these pupils. Leaders proactively support families so pupils can fully engage in school life, including sports clubs. Children looked after by the local authority and those previously known to social care, thrive. Leaders work effectively with the virtual school to provide these vulnerable pupils with any additional support they need.

p.2

Achievement Expected standard

Pupils learn well over time and this is reflected in published outcomes. The number of pupils attaining the expected standard in reading, writing and mathematics at the end of key stage 2 is at or above national averages. However, leaders recognise that too few pupils reach greater depth in writing. They have begun tackling this issue effectively, although it is too early to see impact. Younger pupils learn to read swiftly and securely. This is reflected in the above average proportion of pupils achieving the expected standard in the phonics screening check.

p.2

Achievement Expected standard

Younger pupils typically secure key knowledge, such as number facts and spelling. The school’s strong focus on these aspects of learning rapidly closes gaps in pupils' knowledge. Across the wider curriculum, while most pupils gain the required knowledge, some of their understanding lacks depth. This is particularly the case in those subjects where staff do not have detailed subject knowledge.

p.2

Attendance and behaviour Expected standard

The school is a place where pupils want to be. This means that pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, generally attend well. Leaders have established effective systems to check and track pupils' attendance. They understand the reasons behind some pupils’ poor attendance and quickly address these. Staff work sensitively with families while maintaining high expectations for pupils to be in school regularly. Leaders work closely with external agencies to address gaps in attendance for the most vulnerable pupils.

p.2

Attendance and behaviour Expected standard

Pupils typically behave well and low-level disruption in lessons is rare. Staff display high levels of care and warmth towards pupils. They apply the school’s behaviour rules fairly and consistently, ensuring that pupils know what is expected of them. Staff recognise and reward pupils' positive behaviour in a variety of ways. This motivates pupils to maintain their standards of behaviour. Pupils respect one another, irrespective of difference. They show empathy, compassion and understanding towards those pupils who need more help with their learning. Leaders ensure that pupils understand what bullying is. Cases of unkindness towards one another are rare. Pupils display impressive levels of confidence and politeness when talking to adults.

p.3

Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the school’s curriculum. For example, they identified that further work was needed to strengthen pupils’ basic writing skills, particularly for some older pupils. These pupils now benefit from additional support to improve the quality of their handwriting. Pupils typically have the skills they need to write fluently and accurately. Through the effective teaching of reading, pupils become confident readers. If pupils fall behind, they receive the teaching they need to catch up and keep up quickly. Staff support pupils with special educational needs and/or disabilities effectively through the use of adaptations where appropriate.

p.3

Curriculum and teaching Expected standard

Pupils learn a broad and ambitious curriculum. Across different subjects and phases, leaders have carefully considered the knowledge that pupils need to learn. Staff typically have secure subject knowledge to deliver the curriculum effectively. The school provides bespoke professional learning to help teachers to continually refine their own practice. However, staff have less secure understanding of how to teach some aspects of the curriculum in depth. They, therefore, do not consistently challenge pupils to learn as deeply as they could across the curriculum.

p.3

Curriculum and teaching Expected standard

Typically, teaching checks pupils’ understanding at key points on their learning journey. However, at times, some teachers do not use this information well enough to adapt what comes next for pupils. When this happens, teaching is not as effective, and pupils do not learn as well as they could.

p.3

Early years Expected standard

The school, with the support of the trust, has a clear vision for providing a high-quality education for children in the early years. Staff know the children and families well. This helps to build positive relationships with families from the very start. Children form positive and trusting relationships with adults. This ensures that children feel well cared for.

p.3

Early years Expected standard

Leaders swiftly identify barriers to learning when children join the school and adapt the early years curriculum to help address them. Most children benefit from the relentless focus on developing oracy, language and vocabulary. High-quality adult interactions support children’s learning and vocabulary development. For example, children talk confidently about the weather, seasons and outside temperatures.

p.3

Early years Expected standard

A love of reading is a golden thread that runs throughout the early years. This begins in the Nursery Year when children, supported by adults, enjoy re-enacting traditional tales through role play. Children in Reception Year develop their reading knowledge well. They learn how to segment and blend sounds to build words. Children learn how to apply these to their writing well. Staff support children to write effectively, such as emphasising accurate pencil grip. This prepares most children well for the next stage in their learning.

p.4

Leadership and governance Expected standard

Leaders are highly ambitious for pupils. They recognise where the school is successful and they continually strive to improve aspects of its work. The school has benefited from moving into the trust. Training from the trust and senior leaders gives staff the expertise that they need to improve their own teaching, such as making adaptations for pupils with special educational needs and/or disabilities (SEND). This includes teachers in the early stages of their career. Staff have high levels of support from leaders for their workload and wellbeing. They feel that leaders genuinely care about them as individuals and foster a culture of trust and collaboration.

p.4

Leadership and governance Expected standard

The trust has clear oversight of the school's work to help them to prioritise the right areas in which to be even better. Leaders lead with integrity. They continually place pupils' best interests at the core of their decision-making. Leaders are unwavering in their belief that disadvantaged pupils and those with SEND should be central to the school's work. This ethos permeates among staff, who share this highly inclusive vision for the school.

p.4

Leadership and governance Expected standard

The knowledgeable governing body holds leaders to account effectively. Trustees meet their statutory duties well. Parents and carers are overwhelmingly positive about the education and care that pupils receive. One comment, typical of many, stated that pupils and families are '...treated with kindness, care, support and respect'.

p.4

Personal development and well-being Expected standard

The school’s moral purpose to serve its community is integral within the personal development and wellbeing offer. Pupils know they can make a difference and value the opportunities that they benefit from at school. They are passionate about the work they do to support access to education more widely, such as fundraising for international charities.

p.4

Personal development and well-being Expected standard

The school’s personal, social and health education programme is thoughtfully designed and based on the school’s ‘five ways to well-being'. It ensures that pupils, including the most vulnerable, understand important messages about keeping themselves safe, including when using the internet. Staff use appropriate adaptations to help pupils with special educational needs and/or disabilities learn this important knowledge. Pupils learn about the importance of positive relationships. This begins in the early years when children learn to take turns, cooperate and compromise. Older pupils talk maturely about the difference between healthy and unhealthy relationships. They understand the importance of consent. Pupils acquire a secure understanding of fundamental British values through the curriculum. The school ensures that pupils benefit from the broad enrichment activities it provides. Pupils in key stage 2 learn to play a musical instrument, such as the recorder or ukulele.

p.4

Personal development and well-being Expected standard

The school provides opportunities for pupils to perform for a wider audience, which develops their confidence and self-esteem.

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Personal development and well-being Expected standard

Pupils are prepared well for life beyond the school gates. They know that ‘knock backs’ build their resilience and prepare them well for the world of work. Pupils have a secure understanding of how people can be different. They benefit from the school’s work on celebrations of world faiths. This helps pupils to become tolerant, global citizens. The school ensures that pupils develop a sense of pride and self-worth in their achievements, such as celebrating their work in an art exhibition.

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