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Kings Ash Primary School Closed - for academy Aug. 31, 2012

see new Kings Ash Academy

Kings Ash Primary School
Pimm Road
Paignton
Devon
TQ33XA

01803 *** ***

Principal: Mrs Tracey Jones

School holidays for Kings Ash Primary School via Torbay council

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Primary — Community School

URN
131646
Education phase
Primary
Establishment type
Community School
Establishment #
3752
Open date
Sept. 1, 2008
Close date
Aug. 31, 2012
Reason open
Result of Amalgamation
Reason closed
For Academy
OSGB coordinates
Easting: 287233, Northing: 61393
GPS coordinates
Latitude: 50.442, Longitude: -3.5894
Accepting pupils
3—11 years old
Ofsted last inspection
May 25, 2011
Region › Const. › Ward
South West › Totnes › Blatchcombe
Area
Urban > 10k - less sparse
SEN priorities
ASD - Autistic Spectrum Disorder
Sen2
ASD - Autistic Spectrum Disorder
Sen3
Aspergers Syndrome [archived]

Rooms & flats to rent in Paignton

Schools nearby

  1. Kings Ash Academy TQ33XA (433 pupils)
  2. 0.1 miles Foxhole Infants' and Nursery School TQ33UX
  3. 0.1 miles Foxhole Junior School TQ33XA
  4. 0.8 miles Paignton Community and Sports College TQ33WA
  5. 0.8 miles Paignton Community and Sports Academy TQ33WA (1361 pupils)
  6. 0.9 miles Torhill @ the Polsham Centre TQ32SZ
  7. 0.9 miles Oldway Primary School TQ32SY (684 pupils)
  8. 0.9 miles Sacred Heart Catholic School TQ32SH (243 pupils)
  9. 0.9 miles Torbay PRU TQ32SZ (39 pupils)
  10. 0.9 miles Sacred Heart Catholic School TQ32SH
  11. 1 mile Collaton St Mary Church of England Primary School TQ33YA (205 pupils)
  12. 1 mile Hayes School TQ45PJ
  13. 1 mile Hayes School TQ45PJ (441 pupils)
  14. 1.1 mile Curledge Street Primary School TQ45BA
  15. 1.1 mile Tower House School TQ45EW (185 pupils)
  16. 1.1 mile Advanced Education - Devon TQ47DQ (13 pupils)
  17. 1.1 mile Curledge Street Academy TQ45BA (440 pupils)
  18. 1.2 mile Marldon Church of England Primary School TQ31PD (194 pupils)
  19. 1.2 mile The Garage TQ46AA
  20. 1.2 mile Torbay School TQ32AL (51 pupils)
  21. 1.4 mile Greylands School TQ46ES
  22. 1.6 mile Roselands Primary School TQ47RQ (301 pupils)
  23. 1.7 mile Preston Primary School TQ26UY (316 pupils)
  24. 1.7 mile Preston Primary School TQ26UY

List of schools in Paignton

Ofsted report: Newer report is now available. Search "131646" on ofsted.gov.uk. latest issued May 25, 2011.


Kings Ash Primary School


Inspection report

Unique Reference Number131646
Local AuthorityTorbay
Inspection number341181
Inspection dates11–12 February 2010
Reporting inspectorStephen Lake


This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryCommunity
Age range of pupils3–11
Gender of pupilsMixed
Number of pupils on the school roll420
Appropriate authorityThe governing body
ChairWendy Burridge
HeadteacherTracy Jones
Date of previous school inspection 12 February 2010
School addressPimm Road
Paignton TQ3 3XA
Telephone number01803 555657
Fax number
Email addressadmin@kingsash.torbay.sch.uk







Age group3–11
Inspection dates11–12 February 2010
Inspection number341181



ofsted.gov.uk

© Crown copyright 2009



Introduction


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:

    • how effectively teaching makes use of assessment information to plan challenging work, especially for more-able pupils, in all year groups
    • how well marking helps pupils to improve their work
    • the impact of intervention strategies to raise the attainment of pupils
    • the impact of the revised leadership and management structure upon the role of subject leaders in helping to bring about school improvement
    • the impact of the focus on increasing parental involvement in the Early Years Foundation Stage.

Information about the school


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

Inspection judgements


Overall effectiveness: how good is the school?

4


The school's capacity for sustained improvement

3


Main findings


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.


What does the school need to do to improve further?


  • Raise attainment in English, mathematics and science by:
    • ensuring that teachers consistently use information on pupils' attainment and progress to plan work that challenges all pupils, especially the more able, to achieve their very best
    • ensuring that marking gives pupils clear guidance on how they can improve their work
    • reducing the reliance on photocopied worksheets by the end of this academic year, especially in English, by planning work that is more closely matched to the individual needs of pupils
    • ensuring all lessons, especially those in the enhanced provision classrooms, have sufficient pace.
  • With the support of the local authority, develop a wider range of strategies to improve pupils' attendance by at least 2% by the end of this academic year, by working closely with the relevant officers of the local authority to make parents more aware of the importance of good attendance.
  • Ensure that by the end of this academic year, all subject leaders and middle- managers have a clear understanding of pupils' performance when compared to other schools nationally, so that timely support can be focused where it is most needed.
  • Improve the outdoor area for the Early Years Foundation Stage by ensuring that a larger covered area is available to allow better access in all weathers.

Outcomes for individuals and groups of pupils

4


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:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
4
4
3
3
The extent to which pupils feel safe3
Pupils' behaviour3
The extent to which pupils adopt healthy lifestyles3
The extent to which pupils contribute to the school and wider community3
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
4
4
The extent of pupils' spiritual, moral, social and cultural development3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low


How effective is the provision?


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
3
3
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships3
The effectiveness of care, guidance and support3


How effective are leadership and management?


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
3
3
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
3
The effectiveness of the school's engagement with parents and carers3
The effectiveness of partnerships in promoting learning and well-being3
The effectiveness with which the school promotes equality of opportunity and tackles discrimination3
The effectiveness of safeguarding procedures3
The effectiveness with which the school promotes community cohesion3
The effectiveness with which the school deploys resources to achieve value for money3


Early Years Foundation Stage


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
          Stage
3
3
3
3


Views of parents and carers


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.



Responses from parents and carers to Ofsted's questionnaire



StatementsStrongly
agree
AgreeDisagreeStrongly
disagree
Total%Total%Total%Total%
My child enjoys school375622336900
The school keeps my child safe446718273512
My school informs me about my child's progress3249243681212
My child is making enough progress at this school3046223381223
The teaching is good at this school395919296900
The school helps me to support my child's learning294430462323
The school helps my child to have a healthy lifestyle314728423512
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)263931473523
The school meets my child's particular needs335023355835
The school deals effectively with unacceptable behaviour24362436111758
The school takes account of my suggestions and concerns25382538101535
The school is led and managed effectively2944243691446
Overall, I am happy with my child's experience at this school3858172691423

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%.



Glossary


What inspection judgements mean


GradeJudgementDescription
Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese 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 of schools inspected between September 2007 and July 2008


Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
units
755307
All schools1549325

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.



Common terminology used by inspectors


Achievement:

the progress and success of a pupil in their learning, development or training.

Attainment:

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.

Learning:

how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness:

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 school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.
Progress:

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.


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

Dear Pupils

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:

    • help you get even better at learning so that you do at least as well in English, mathematics and science as pupils in most other schools
    • help you improve your attendance so that you are in school enough to learn better ' you can all help by making sure you do not take time off when you do not need to
    • help you improve your attendance so that you are in school enough to learn better ' you can all help by making sure you do not take time off when you do not need to
    • improve the outdoor area for those of you in Nursery and Reception by providing more cover so you can use it in all weathers.

Yours sincerely

Stephen Lake

Lead inspector



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 enquiries@ofsted.gov.uk.

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