Kings Ash Primary School
- Aug. 31, 2012)
Phone:01803 *** ***
Principal: Mrs Tracey Jones
405 pupils, Mixed
|Unique Reference Number||131646|
|Inspection dates||11–12 February 2010|
|Reporting inspector||Stephen Lake|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||420|
|Appropriate authority||The governing body|
|Date of previous school inspection||12 February 2010|
|School address||Pimm Road|
|Paignton TQ3 3XA|
|Telephone number||01803 555657|
|Inspection dates||11–12 February 2010|
© Crown copyright 2009
This inspection was carried out by three additional inspectors. The majority of the time was spent looking at learning. Inspectors observed 22 lessons and made short visits to a further 21 lessons, covering 17 teachers in total. Inspectors held meetings with governors, staff and pupils and met with several representatives of the local authority. They observed the school's work and looked at the most recent school self-evaluation form, the school development plan, the school's assessments of pupils' attainment and progress, the records held on vulnerable pupils and those with special educational needs and/or disabilities, school policies, and reports from the local authority and the School Improvement Partner. Inspectors analysed questionnaires from pupils, staff and 66 parents.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This is a larger than average primary school that was formed in September 2008, with a new headteacher, as the result of the amalgamation of an infant school and a junior school. This is its first inspection. It is housed in new buildings that opened on 1 June 2009 and has been through a turbulent period while the building work was completed and the school moved from the two previous sites. The Early Years Foundation Stage includes a Nursery class. The proportion of pupils known to be eligible for free school meals is well above average. The percentage of pupils with special educational needs and/or disabilities is well above average, including the percentage who have a statement of special educational needs. The majority of these pupils has speech, language and communication difficulties. A further large group of pupils has physical disabilities including hearing impairment. The school has two sets of enhanced provision: one for pupils with emotional and behavioural difficulties, and one for autistic pupils.
At the time of the inspection some building work was still scheduled on the site, to provide a community base.
|Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate|
|Please turn to the glossary for a description of the grades and inspection terms|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
In accordance with Section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to attainment in English, mathematics and science at Year 6, and attendance.
Pupils' achievement is unsatisfactory. From very low starting points in the Early Years Foundation Stage, pupils are now making satisfactory progress in most year groups. However, the legacy of underachievement means that despite the clear and evident improvement taking place, there is a lot of ground to make up and attainment remains too low in English, mathematics and science by Year 6. The quality of teaching and learning is satisfactory and improving rapidly in some areas, especially mathematics, because of the work of the new extended leadership team together with good quality support from the local authority. Pupils with special educational needs and/or disabilities make similar overall progress to other pupils, although this varies because the pace of some lessons in the enhanced provision classrooms is too slow and limits the learning taking place.
The improved curriculum is much more closely matched to the needs of pupils, although it is undermined by inconsistencies in teaching. In the Early Years Foundation Stage it is limited by inadequate cover in the outdoor teaching space. Pupils enjoy school. They are looked after appropriately and the sound advice they receive means that pupils know how to stay safe and healthy. The impact of better assessment procedures can already be seen in the improved learning and progress in Years 3 to 6 and in the Early Years Foundation Stage. However, in too many lessons information on pupils' previous performance is not used well enough to ensure that lesson activities really challenge pupils in their learning. The extensive use of worksheets reflects limited expectations of what pupils can achieve, and pupils do not get enough regular, helpful feedback on how to improve their work. More-able pupils particularly suffer as a result. Behaviour has improved significantly and is now satisfactory. Attendance is unsatisfactory. It has remained low despite the best efforts of the school to engage parents and make them aware that if children do not attend school they do not learn well enough.
The strong leadership of the headteacher and other senior leaders has brought together two groups of people into a team in which the vast majority share a clear ambition and drive to improve the education that pupils receive and raise attainment. The school has an accurate view of its strengths and weaknesses and has used this information well in producing a good quality school development plan. The newly extended leadership team is starting to have an impact on ensuring more consistency throughout the school and on improving attainment, especially in mathematics. However, the strategic use of data by leaders at all levels, but particularly in English, to track year group or whole-school performance is not strong enough. Nevertheless there is substantial evidence to show that clear improvement has taken place and is continuing in most key areas of the school's work. The school has a satisfactory capacity to improve further.
Outcomes for individuals and groups of pupils
More challenging but realistic attainment targets have recently been set for pupils to achieve by the end of Year 6 and pupils are well on their way to achieving these. Learning in many lessons observed was good, but overall attainment remains too low. Progress is particularly good in Years 3 and 4, where attainment is getting close to the levels expected at this age, and in mathematics in Year 6. Teachers are challenging most pupils to reach higher standards, especially in mathematics. In Year 4, pupils were observed responding well to the challenge to learn all their tables and use this information in swift calculations. In another lesson observed, pupils working on mean, median and mode were challenged to continually improve their work and solve more complex problems. Nevertheless, more-able pupils are not doing as well as they could be, particularly in English, where progress is slower and the work set for them is not challenging enough. Good support for pupils with additional learning needs within the main classes helps them to make the same progress as other pupils, but in smaller support groups within the enhanced provision classrooms they do not always make as much progress because teachers' expectations of what they can achieve are too low. High quality artwork and examples of good quality work in information and communication technology (ICT) and geography were observed.
The vast majority of pupils are polite, friendly and confident when talking to visitors to the school. Pupils say that behaviour has improved and bullying reduced significantly in the last year. They trust some adults, especially the school counsellor, to deal effectively with any that might occur, but in this new environment with many more adults than they have been used to, some are still hesitant about who they can approach. A range of responsibilities such as being on the school council, or older pupils helping younger ones at lunchtime, enables pupils to make a satisfactory contribution to the school community. Carol services and concerts provide satisfactory opportunities for involvement in the local community, and collection for charities such as the Haiti earthquake appeal extend this to the global community. These help pupils gain skills to prepare them for their future lives, but the low levels of their key skills such as in literacy and numeracy mean that this remains unsatisfactory. Pupils clearly know right from wrong and show respect for themselves and others. They know about their local culture and have some understanding of other cultures through visitors to the school and their work in geography and religious education. However, their understanding of different cultures is a comparative weakness.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities and their progress
|The extent to which pupils feel safe||3|
|The extent to which pupils adopt healthy lifestyles||3|
|The extent to which pupils contribute to the school and wider community||3|
|The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being|
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||3|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
The implementation of the new behaviour policy and the clear guidance given to pupils on how to behave and take responsibility for their own learning are having a positive effect. Pupils with emotional and behavioural difficulties are now more integrated into classes and responding well to the calm environment. Teachers are focusing more clearly on developing pupils' literacy and numeracy skills. The intervention groups for mathematics are beginning to have a significant impact, although not yet consistently across year groups. In some classes, teachers' expectations of what pupils can achieve are too low and assessment information is not used well enough to plan tasks matched well to pupils' needs. Some pupils are still not secure as independent learners and many require considerable support from teachers and teaching assistants. The support from teaching assistants given to pupils with special educational needs and/or disabilities in mainstream classes is often good but sometimes too passive, especially when dealing with low-level disruptive behaviour in the enhanced provision classrooms.
Marking is inconsistent and, in too many books, does not give clear enough guidance to pupils on what they need to do to improve their work. The pace of many lessons is too slow because teachers talk for too long or keep pupils sitting on the carpet. ICT is used effectively to support learning where possible, but difficulties with the new equipment limit the extent to which teachers can use ICT to motivate and stimulate pupils.
The school looks after the pastoral needs of pupils satisfactorily. Child protection procedures are robust and well understood. A developing area of the curriculum is the strong focus on developing pupils' self-esteem and independent learning skills. The breakfast club is popular and provides a good start to the day for many pupils, but does not always emphasise healthy eating strongly enough. Productive relationships with other schools and outside agencies support the learning of vulnerable pupils appropriately, particularly those with physical disabilities. The school is working hard to develop stronger links with parents and improve attendance. Despite some support from the relevant department of the local authority, this is having little effect because too many parents keep children off school without permission or take holidays during term-time.
These are the grades for the quality of provision
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||3|
|The effectiveness of care, guidance and support||3|
The senior leaders are effective in motivating others and are developing a strong extended leadership team. The new leadership team of middle-managers feels empowered to make change, has a clear view of what is needed to bring about further improvement and the ambition and drive to bring this about. Revised assessment procedures are used appropriately to monitor the progress of all groups to ensure equality and prevent discrimination but in some subjects, especially English, the resulting data are not used well enough to raise expectations and really focus support where it is most needed. Safeguarding procedures are effective and the governing body monitors their implementation appropriately. Partnerships with appropriate agencies are used effectively to ensure child protection, but those needed to improve attendance are not strong enough. Community cohesion is satisfactory but the school recognises that not enough has yet been done to develop this beyond the school and local community. The governing body supports this new school appropriately and is developing suitable strategies to enable it to improve. They are seeking to work effectively with parents but do not yet have secure systems for obtaining the views of parents or other stakeholders. Although outcomes are unsatisfactory as a result of low attainment and attendance, pupils' learning is satisfactory and therefore the school gives satisfactory value for money.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving improvement|
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting the|
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||3|
|The effectiveness of partnerships in promoting learning and well-being||3|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||3|
|The effectiveness of safeguarding procedures||3|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for money||3|
Well-established routines help children get a sound start to their education, particularly in the Nursery. The school is working hard to develop strong links with parents, and by encouraging them to stay for a while and support their children, is beginning to enable a smoother and more secure start to schooling for children. The strong teamwork between teachers and teaching assistants ensures that the welfare and needs of the children are met well. The care for children with physical disabilities is excellent. Children achieve well in some areas of learning, but provision for developing children's knowledge and understanding of the world is a relative weakness. Teachers and other adults usually ensure a good balance between direct teaching and opportunities for children to learn through purposeful play. Most whole-class activities are planned well but inconsistencies between the classes mean that the individual needs of children are not fully met. For example, in some whole-class sessions children spend too long sitting on the carpet. The new outdoor area provides satisfactory opportunities for children to move freely between indoor and outdoor activities, but opportunities to provide a highly stimulating area have been missed; there is little green space, and the inadequate amount of cover provided particularly limits the way this area can be used. The provision in the Early Years Foundation Stage has recently improved considerably, and children learn more effectively due to improved leadership and management. Suitable systems for checking on children's progress have been introduced but these are not used consistently in all classes to challenge all children to achieve well.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage|
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Of the small minority of parents and carers who completed the questionnaire, the large majority are satisfied with most aspects of the school. A minority were concerned that behaviour is not dealt with effectively, parents' suggestions and concerns are not taken into account, and the school is not led and managed well. A small minority of the questionnaires contained written comments covering the same areas, but also praising the way the school has improved recently. Inspectors judged that over the last year very effective behaviour management has improved the behaviour of the vast majority of pupils, including those with emotional and behavioural difficulties, although a few inconsistencies remain. Inspectors also judged that strong leadership and management of the senior staff are a key element in the improvement that has taken place since the school opened. Inspectors do agree, however, that the school is not seeking the views of parents enough.
|My child enjoys school||37||56||22||33||6||9||0||0|
|The school keeps my child safe||44||67||18||27||3||5||1||2|
|My school informs me about my child's progress||32||49||24||36||8||12||1||2|
|My child is making enough progress at this school||30||46||22||33||8||12||2||3|
|The teaching is good at this school||39||59||19||29||6||9||0||0|
|The school helps me to support my child's learning||29||44||30||46||2||3||2||3|
|The school helps my child to have a healthy lifestyle||31||47||28||42||3||5||1||2|
|The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)||26||39||31||47||3||5||2||3|
|The school meets my child's particular needs||33||50||23||35||5||8||3||5|
|The school deals effectively with unacceptable behaviour||24||36||24||36||11||17||5||8|
|The school takes account of my suggestions and concerns||25||38||25||38||10||15||3||5|
|The school is led and managed effectively||29||44||24||36||9||14||4||6|
|Overall, I am happy with my child's experience at this school||38||58||17||26||9||14||2||3|
The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.
|Grade 1||Outstanding||These features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.|
|Grade 2||Good||These are very positive features of a school. A school that is good is serving its pupils well.|
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.|
|Grade 4||Inadequate||These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.|
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
the progress and success of a pupil in their learning, development or training.
the standard of the pupils' work shown by test and examination results and in lessons.
|Capacity to improve:|
the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.
|Leadership and management:|
the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.
the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.
This letter is provided for the school, parents and carers to share with their children. It describes Ofsted's main findings from the inspection of their school.
15 February 2010
15 February 2010
Inspection of Kings Ash Primary School, Paignton TQ3 3XA
Thank you for making us welcome when we came to visit your school.
We think your new school building is an exciting place in which to learn and you are all getting better at learning. Your school is not doing as well as it should be though, and so we have said that it must do some things quickly so that it keeps on getting better. Other inspectors will visit the school again in about a six months time to see how much the school has improved.
Your school still has a lot of things to do to complete the improvement. To help with this we have asked your headteacher and the governors to:
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email firstname.lastname@example.org.|