Kingslea Primary School

Kingslea Primary School

Address: Kings Road, Horsham, West Sussex, RH13 5PS Unique reference number (URN): 134776

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Strong standard

Pupils achieve well across the curriculum and make sustained progress from their starting points. Learning is sequenced effectively which enables pupils to build on their prior knowledge consistently. Pupils apply their understanding confidently and produce high- quality work. Pupils demonstrate the depth of their learning through articulate and well- reasoned debate with peers and adults. Targeted support ensures pupils with special educational needs and/or disabilities and those facing other barriers to their learning, make meaningful progress across the curriculum.

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Achievement Strong standard

Outcomes in national tests are typically above average. Disadvantaged pupils achieve well. In national tests, their results are broadly in line with, or exceed, those of their peers.

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Achievement Strong standard

Staff identify gaps quickly, and adapt teaching effectively, so pupils keep up. Pupils develop secure social and emotional skills alongside academic success, which ensures they are well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders secure high attendance by making school a place that pupils want to come to. Leaders ensure daily routines are embedded and that they have productive relationships with families. This means that they know any barriers to attendance and can take timely action to put support in place. Leaders' close analysis of attendance patterns and effective work has ensured rates of attendance are high and above the national average. They have reduced the rates of persistent absence over time. Targeted and personalised support to improve the attendance of some disadvantaged pupils has been successful.

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Attendance and behaviour Strong standard

Behaviour across the school is excellent. Pupils follow routines confidently and demonstrate highly respectful conduct in lessons and at social times. Classrooms are calm and purposeful. This enables pupils to learn without interruption. Pupils and staff enjoy warm, trusting relationships which underpin a nurturing environment where pupils feel safe. Staff apply expectations consistently and adapt strategies effectively for pupils where needed. Pupils are proud of the fact that differences are respected and that bullying is rare. They know that any unkind or prejudicial behaviour is not tolerated. The school’s embedded Core 4 values ensure there is a culture of kindness and responsibility. When behaviour incidents occur, staff support pupils to reflect on their actions and they use successful strategies that help pupils to manage their emotions.

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Curriculum and teaching Strong standard

Leaders have established a well structured and ambitious curriculum that builds knowledge securely over time. They maintain a precise understanding of its quality and make informed decisions about how it should evolve. Subject leaders use their expertise to identify the core knowledge and skills pupils should learn. Teaching is consistently high quality across the school. For example, staff use clear modelling to explain new concepts. The checks teachers make on pupils' learning are embedded and consistent. Staff address misconceptions promptly. Pupils draw on prior learning and make effective links with what they know across subjects to deepen their understanding.

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Curriculum and teaching Strong standard

Staff prioritise the teaching of early skills in mathematics, reading and writing. Precise teaching of these subjects secures pupils' early fluency. Phonics and early reading are taught with rigour. Regular checks on pupils' learning ensures all pupils keep up. The adaptations for pupils who face barriers to learning, including those with special educational needs and/or disabilities, are effective. For example, staff use additional resources, visual prompts and targeted support. As a result, all pupils access the curriculum and develop independence. Pupils engage positively in lessons and speak confidently when discussing their learning.

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Early years Strong standard

Children settle quickly into school due to consistent, well-established routines and a structured start to the day. Staff build secure, caring relationships that help children feel confident and ready to learn. The environment is intentionally organised, indoors and outdoors, with carefully chosen resources that promote independence, purposeful play and sustained engagement.

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Early years Strong standard

Staff teach early reading and phonics with precision. They identify gaps swiftly and provide targeted support, so children develop secure early literacy skills from the outset. Reading is prioritised and all children make sustained progress from their starting points. Staff promote communication and language effectively through high-quality interactions, rich vocabulary and targeted support. Outdoor provision further strengthens children's language development, offering meaningful opportunities for talk, exploration and problem solving. Children are confident to learn successfully on their own, in groups or with staff.

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Early years Strong standard

Staff understand children’s needs well and plan provision that supports their development. Leaders sequence the curriculum carefully, so children learn the key knowledge they need by the end of Reception. Children’s interests shape learning, and high-quality texts foster a love of stories and rhymes.

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Early years Strong standard

Partnerships with parents and carers are effective. For example, daily dialogues ensure parents are fully involved in their children’s learning. Children thrive here and are well prepared for Year 1.

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Inclusion Strong standard

Inclusion is a significant strength of the school. Leaders identify pupils’ needs with precision and act swiftly so that support is well matched to pupils’ needs. The positive relationships between staff and pupils and accurate assessment, ensure leaders quickly understand the barriers pupils face. Carefully tailored support secures pupils’ wellbeing and academic progress.

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Inclusion Strong standard

Staff use well chosen adaptations to ensure pupils with special educational needs and/or disabilities (SEND) access learning successfully and make progress across the curriculum. For example, staff use visual prompts, consider where pupils are best seated in the classroom and provide targeted interventions. Leaders maintain rigorous oversight of the impact of the support pupils receive through regular reviews and effective tracking systems. They take prompt action to adjust support when necessary. Staff receive training in strategies to remove barriers to learning which they use consistently. Teaching assistants promote pupils’ independence effectively. Pupils with SEND develop the skills to express themselves confidently.

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Inclusion Strong standard

Leaders engage effectively with external professionals where necessary, to ensure pupils get the right support. Disadvantaged pupils benefit from leaders' strategic use of additional funding, such as the pupil premium grant. Leaders use this to ensure disadvantaged pupils access learning and wider opportunities. Pupils known to social care receive coordinated pastoral and academic support that improves attendance, engagement and social development.

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Leadership and governance Strong standard

Leaders aim for all pupils to thrive at Kingslea Primary School. This aim is a golden thread through all of the school's work and is shared by everyone. Leaders’ decisions are firmly rooted in what is in the pupils’ best interests, particularly those who are vulnerable. They have developed a culture that is highly inclusive.

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Leadership and governance Strong standard

Leaders have a razor-sharp focus on understanding the school’s strengths. However, they are not complacent. For example, they strive for even higher outcomes in national tests and have carefully identified areas of the school's work they seek to refine.

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Leadership and governance Strong standard

Leaders prioritise professional learning. This is individually tailored for staff and is extremely effective. Ongoing training ensures that all staff, including those who are new to teaching, develop the necessary expertise to deliver consistently high-quality lessons. Staff value that leaders take their wellbeing and workload into careful consideration. Morale is high and staffing is stable.

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Leadership and governance Strong standard

Leaders promote positive relationships with families. They value open communication and working collaboratively to support pupils’ learning and wellbeing. Parents and carers are overwhelmingly positive about the school. They feel involved in their children’s school life and value the support their children receive from staff and leaders.

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Leadership and governance Strong standard

The governing board members use their in-depth knowledge and expertise to provide consistent support and challenge to leaders. Governors fulfil their statutory duties with rigour. They ensure that decisions benefit pupils, including those with special educational needs and/or disabilities and those who are disadvantaged.

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Personal development and wellbeing Strong standard

Leaders weave pupils’ personal development and wellbeing through every aspect of school life. It is delivered through dedicated personal, social and health education sessions as well as all aspects of school life, including assemblies and pupils' experiences at social times. Pupils talk confidently about friendships, bullying, online safety, healthy living and mental health. Leaders ensure the curriculum is relevant, memorable and responsive to pupils' needs. Staff know pupils well and check on their wellbeing routinely. They create an environment where pupils feel safe, valued and eager to attend. Leaders take a proactive and preventative approach to wellbeing. For example, the school operates as a ‘smartphone free community’.

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Personal development and wellbeing Strong standard

Pupils are offered rich opportunities to help them develop their character. All pupils benefit from the Kingslea Charter, a carefully planned programme of wider development. Staff offer over 30 clubs each term which, alongside trips, sports events, workshops and art days ensures that all interests are catered for. Pupils, and staff, are encouraged to earn their 'colours' by representing the school in a range of activities. Assemblies and curriculum experiences broaden pupils’ cultural understanding and curiosity, such as exploring cooperation between nations through the Eurovision Song Contest.

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Personal development and wellbeing Strong standard

Pupils receive high-quality pastoral support from staff. For example, counselling, mentoring and emotional coaching programmes help pupils develop strategies to manage their wellbeing and emotions. Leaders actively seek pupils' opinions to inform their priorities and help ensure they remain responsive to pupils’ needs.

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Personal development and wellbeing Strong standard

Pupils reflect on different beliefs. They understand fairness, kindness and work collaboratively. Pupils deepen their cultural awareness when they learn about diverse figures and historical events. Pupils understand consent, healthy relationships and how to seek help. Leadership roles give pupils meaningful responsibility and reinforce British values, such as democracy, through real participation. As a result, pupils are well prepared for life beyond primary school.

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What it's like to be a pupil at this school

Pupils are celebrated as individuals at Kingslea Primary School. Pupils want to come to school because they enjoy learning and this is reflected in their high attendance. They are happy and feel safe. Staff know pupils and their families well, and this contributes significantly to pupils’ sense of security and belonging. Pupils and staff share a culture of mutual respect which is tangible in the atmosphere at this school.

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What it's like to be a pupil at this school

Pupils behave extremely well at this school, and instances of unkind behaviour are rare. Pupils’ well-developed communication and language skills, including those with special educational needs and/or disabilities (SEND), enable them to advocate for themselves. Pupils listen carefully to others because they know that everyone’s voice matters.

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What it's like to be a pupil at this school

Pupils benefit from leaders’ determination that there should be ‘something for everyone’ at Kingslea. Opportunities are found for pupils to engage in even the most unusual of activities. This belief ensures that pupils enjoy a broad range of enriching experiences that prepare them well for life after Kingslea. Pupils start their well-planned transition to secondary school in the summer term, working on joint Year 7 projects.

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What it's like to be a pupil at this school

Pupils take great pride in their work. Older pupils support those in younger classes. Leadership roles are numerous and valued. The school has a deeply embedded inclusive culture. All pupils benefit from high quality teaching across the school. As soon as pupils join the school, leaders identify and remove any barriers to learning. They use this knowledge to adapt learning and support pupils' wellbeing.

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Team inspectors:

Claire Martin-O'Donoghue, Ofsted Inspector Sarah Hilditch, Ofsted Inspector Kate Le Page, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

Leaders and those responsible for governance should continue to develop exceptionally high standards of teaching across the curriculum so that there is a transformational impact on outcomes for all pupils.

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About this inspection

The co-chairs of the board of governors in this school are Mr Matt Malone and Mr Ross Higginson.

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About this inspection

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

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the governing body and a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2022/23 (final) 77% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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