Kings Hill Primary School
phone: 0121 5686301
headteacher: Mr Malcolm Morrey
315 pupils capacity: 98% full
160 boys 52%
150 girls 48%
Last updated: July 28, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 398242, Northing: 296402
- GPS coordinates
- Latitude: 52.565, Longitude: -2.0274
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 13, 2013
- Ofsted special measures
- In special measures
- Region › Const. › Ward
- West Midlands › Walsall South › Darlaston South
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.3 miles Old Park Primary School WS109LX (498 pupils)
- 0.5 miles Salisbury Primary School WS108BQ (304 pupils)
- 0.6 miles Albert Pritchard Infant School WS109QG (246 pupils)
- 0.6 miles Wood Green Junior School WS109BW (234 pupils)
- 0.6 miles St Mary's Catholic Primary School WS109PN (243 pupils)
- 0.6 miles Rowley View Nursery School WS107RU (80 pupils)
- 0.6 miles Pinfold Street Primary School WS108PU (398 pupils)
- 0.6 miles Old Church Church of England C Primary School WS108DL (352 pupils)
- 0.7 miles Holyhead Primary School WS107PZ (210 pupils)
- 0.7 miles St Joseph's Catholic Primary School, Darlaston WS108HN (239 pupils)
- 0.8 miles Rough Hay Primary School WS108NQ
- 0.8 miles Moxley Nursery and Infant School WS107RL
- 0.8 miles Rough Hay Primary School WS108NQ (344 pupils)
- 0.9 miles Stuart Bathurst Catholic High School College of Performing Arts WS109QS (821 pupils)
- 0.9 miles Darlaston Community Science College WS108QJ
- 0.9 miles Grace Academy Darlaston WS108QJ (717 pupils)
- 1 mile Wood Green High School College of Sport, Maths and Computing WS109QU
- 1 mile Wood Green Academy WS109QU (1493 pupils)
- 1.1 mile St John's CofE Primary School WS107AL (193 pupils)
- 1.1 mile St John's CofE Primary School WS107AL
- 1.2 mile Mesty Croft Primary School WS100QY
- 1.2 mile Dorothy Purcell Junior School WV148NE
- 1.2 mile St Thomas More Catholic School, Willenhall WV147BL (1444 pupils)
- 1.2 mile Moorcroft Wood Primary School WV148NE (231 pupils)
2 March 2015
Mrs N Matharu
Kings Hill Primary School
Old Park Road
Dear Mrs Matharu
Special measures monitoring inspection of Kings Hill Primary School
Following my visit with Sheila Boyle, Additional inspector, to your school on 25 and
26 February 2015, I write on behalf of Her Majesty’s Chief Inspector of Education,
Children’s Services and Skills to confirm the inspection findings. Thank you for the
help you gave during the inspection and for the time you made available to discuss
the actions which have been taken since the school’s previous monitoring inspection.
The inspection was the fourth monitoring inspection since the school became subject
to special measures following the inspection which took place in November 2013.
The full list of areas for improvement which were identified during that inspection is
set out in the annex to this letter. The monitoring inspection report is attached.
Having considered all the evidence I am of the opinion that at this time:
The school is making reasonable progress towards the removal of special measures.
The school may appoint one newly qualified teacher, who has been working in the
school as a supply teacher, before the next monitoring inspection.
This letter and monitoring inspection report will be published on the Ofsted website.
I am copying this letter and the monitoring inspection report to the Secretary of
State, the Chair of the Governing Body and the Director of Children’s Services for
Her Majesty’s Inspector
One Queen Street
|T 0300 123 1231 |
Text Phone: 0161 6188524
|Direct T 0117 311 5359 |
The areas for improvement identified during the inspection which took
place in November 2013
- Improve the quality of teaching to at least good so that pupils make good progress
by making sure teachers:
- match the level of work more closely to the pupils’ ability
- give high-quality feedback to pupils about their work and make sure they act
upon this guidance
- give clear direction to teaching assistants so they are used more effectively to
support pupils’ learning
- challenge the more-able pupils, giving them more opportunities for extended
writing and problem solving in mathematics in different subjects
- teach phonics (the sounds letters make) for as long as pupils need it and make
sure pupils learn correct grammar and punctuation.
Report on the fourth monitoring inspection on 25 and 26 February 2015
Inspectors observed the school’s work, scrutinised documents and met with the
interim headteacher and other leaders. A discussion was held with the Chair of the
Governing Body and a telephone conversation took place with a representative of
the local authority. Inspectors visited all classes at least once during the inspection.
Inspectors listened to pupils read and looked at the work in pupils’ books. The
school’s information about pupils’ attainment and progress was evaluated. Informal
discussions were held with pupils, parents, carers and staff and the results of the
school’s pupil and staff surveys were considered. The minutes of meetings of the
governing body were reviewed.
As planned, the support provided to the school by leaders from the Holte federation,
including the arrangements for shared interim headship, concluded at the end of the
autumn term. Mrs Matharu, who was previously the local authority school
improvement advisor for the school, is now the sole interim headteacher. From
January, three middle leaders have interim positions as senior leaders.
Achievement of pupils at the school
As a result of improvements in teaching, more pupils are now making at least
expected progress and an increasing proportion are making progress which is better
than this. However, this is not yet consistent in all classes and subjects.
In the Early Years Foundation Stage, the majority of children are making good
progress, often from low starting points. Information about children currently in the
Nursery and Reception classes indicates that increased proportions are on track to
reach a good level of development by the time they move to Year 1.
Evidence from the work in pupils’ books, from school information about pupils’
achievement and from observations in lessons, shows that pupils in Year 2 are
making at least expected progress from their starting points at the end of the Early
Years Foundation Stage.
The pupils from Years 1, 2 and 3 who read to an inspector were keen to read and to
talk about their books. They made good attempts to apply their knowledge of
phonics (the sounds that letters make) when they encountered an unknown word.
However, the books provided for pupils are not all suitable for pupils to practise
using their phonics skills and this slows progress. The school leader responsible for
the teaching of reading has raised this issue with the headteacher and governors
who are aware that this must be addressed as a matter of urgency.
Many pupils in Year 6 are now making good progress in reading, writing and
mathematics but for some this is not sufficient to make up for slow progress in the
past and as a result, standards, although improving, remain below average.
Rates of progress in other year groups vary from class to class and subject to
subject as a result of inconsistencies in the quality of teaching. In some classes and
subjects pupils’ progress is too slow. For example, in some reading lessons pupils do
not make good progress because the work set for them is too hard or too easy or
because the tasks set do not help pupils improve their reading skills.
In mathematics, occasional weaknesses in teachers’ subject knowledge mean that
explanations are sometimes inaccurate and this leads to errors in pupils’
understanding. However, in most classes, the new approach to the teaching of
mathematics adopted in the autumn term is continuing to have a positive impact on
pupils’ ability to recall and use addition, subtraction, multiplication and division facts.
Teachers are now ensuring that pupils have increased opportunities to use and apply
their mathematics in problem solving, although this is not yet embedded across the
The quality of teaching
In an increasing number of classes, teachers are using information from their
assessment of pupils’ learning to plan work which builds on what pupils of different
ability already know, understand and can do. For example, in a Year 3 mathematics
lesson the teacher used her knowledge of pupils’ different levels of understanding
and confidence to target her questioning about place value so that pupils of different
ability made good progress.
Teachers in the Nursery and Reception classes are using their careful and thorough
assessment of children’s progress well to plan teaching and learning activities which
match the needs of different children and help them to make good progress. For
example, an adult supported one group of children as they worked with five (plastic)
ducks in the pond, using a rhyme and careful questioning to teach one less. More-
able pupils in the same class were confidently counting and working with numbers
The match of learning activities to pupils’ ability is less successful in some reading
lessons. In some Key Stage 1 classes, the activities set for pupils were too hard or
too easy to allow them to make progress. For example, some pupils completed a
game which involved matching words and pictures when they could already read
and understand all of the words. In some classes in both Key Stages 1 and 2,
activities in reading lessons were focused on developing writing and spelling skills
rather than reading skills. However, when pupils were allowed to read
independently, they read with good levels of concentration and evident enjoyment.
The day-to-day assessment of reading in some classes is not well organised and
lacks precision. The notes made by adults when they listen to a child read or work
on a reading activity with a group are sometimes too general to be helpful in
planning the correct next steps in learning. For example, some comments simply say
‘read well’ or ‘used phonics’. The school leader responsible for the teaching of
reading has identified this issue and has planned training which will take place in the
next few weeks.
Improve leadership and management, including governance, by making sure
- address pupils’ underperformance by frequently checking their attainment and
- closely check the progress of different group of pupils, especially those supported
- improve the way assessment data are used by all staff, so they have a better
- frequently monitor the impact of small-group work on pupils’ progress, and use
- ensure governors have an accurate knowledge of the achievement of different
progress towards challenging targets and swiftly acting to address any identified
by the pupil premium, and act to ensure they do not fall further behind
knowledge of pupils’ attainment and use this in their lesson planning
this information to effectively deploy resources to accelerate pupils’ progress
groups of pupils in the school, a better understanding of the impact of different
strategies, and hold leaders to account for improving pupils’ progress.
An external review of governance, to include a specific focus on the school’s use of
the pupil premium, should be undertaken in order to assess how this aspect of
leadership and governance may be improved.
In mathematics lessons, teachers in Key Stage 2 give pupils frequent opportunities
to revise and apply their knowledge of number facts. In most classes, this is helping
pupils to accurately recall and use known facts in their calculation work. However, in
some classes teachers do not check pupils’ answers and so do not notice when
pupils are guessing answers or copying from their classmates. Weaknesses in some
teachers’ mathematics subject knowledge and in the quality of their explanations
mean that pupils are sometimes shown inaccurate calculation methods.
Teaching assistants are deployed effectively in the majority of lessons. They are
clear about the purpose of the lesson and understand their role in helping pupils to
make good progress. Most teaching assistants use questioning effectively to check
pupils’ understanding and use their good subject knowledge to explain new ideas
and activities clearly and accurately. Occasionally teaching assistants do not
intervene quickly enough to correct basic errors, for example, when younger children
form letters incorrectly.
Pupils’ work is now all marked and teachers often give pupils helpful guidance on
what they have achieved and what they should do to improve their work. There are
examples in some classes of teachers providing correct examples or asking a
question to check understanding. However, this effective practice is not yet
consistent across the school. Some basic errors, such as the incorrect use of capital
letters, or the misspelling of common words, are not corrected and so persist.
Behaviour and safety of pupils
Pupils behave well when moving around the school and at break and lunchtimes.
They are polite and respectful to adults and get along well with one another. The
pupils who spoke to inspectors said that they feel safe in school and are well looked
after by adults. They say there is very little bullying and no racism. Pupils from Key
Stages 1 and 2 were able to talk confidently about how they have been taught to
keep themselves safe when using the internet or mobile phones.
In lessons, the large majority of pupils listen carefully to their teachers and follow
instructions promptly. They apply themselves to their work with good levels of
concentration. When, very occasionally, pupils are restless or off task it is usually
because teaching does not hold their interest or because activities are too hard or
Although attendance has continued to improve, it has not kept pace with
improvements nationally and so is a little below the average for all schools. The
proportion of pupils who are persistently absent has reduced markedly and is now
closer to the average nationally.
The quality of leadership in and management of the school
The interim headteacher and governors are rightly continuing to focus strongly on
improving the quality of teaching in order to accelerate pupils’ progress. In order to
build leadership capacity and drive the necessary improvements, the interim
headteacher has worked closely with governors to build a leadership team which
now includes the English and mathematics subject leaders, the leader of the Early
Years Foundation Stage, the Co-ordinator of provision for pupils with disabilities and
special educational needs and another Key Stage 2 leader. The interim headteacher
has provided training for these developing leaders, which is helping them to use
information about pupils’ achievement more effectively to hold teachers to account
for the progress of pupils in their class. Leaders are now becoming more involved in
checking on the work of teachers by visiting lessons and looking at the work in
pupils’ books. This is helping to build leaders’ skills and confidence and to provide
opportunities for them to share effective teaching strategies and challenge
underperformance. Leaders have used the information they have gathered to report
to governors about strengths and areas for improvement within their areas of
responsibility. This is helping governors to be better informed and to evaluate the
impact of school leadership.
Written feedback provided to teachers following leaders’ checks on their work is now
more effective in evaluating the impact of teaching on pupils’ learning. Records now
state how and when leaders will check that the required improvements have been
Leaders’ focus on improving the quality of teaching is having an impact and there
are now more examples of effective practice in some classes. However, teaching is
not yet consistently good enough to ensure that all pupils make at least expected
progress. Leaders recognise that further challenge and support are required to
ensure that teaching is effective across the school.
Discussions with staff, along with the outcomes of the school’s recent staff survey,
indicate that teachers and support staff have confidence in the interim headteacher
and other leaders, and believe that there is now greater clarity about roles and
School systems for recording and checking pupils’ progress and attainment have
been improved and now provide clear information for teachers about each pupil’s
starting points and the progress expected of them. The interim headteacher is in the
process of making further refinements to the way that information is presented so
that leaders and governors are more able to make judgements about progress and
attainment in comparison to national achievement information.
The progress of disadvantaged pupils in each year group and subject is now
carefully evaluated and compared with the progress of other pupils. Leaders are
becoming more effective in identifying underachievement and adapting teaching or
putting in place additional small-group support to help pupils make better progress.
Leaders and governors know how much pupil premium funding is received and know
the main ways that it is spent but are not yet able to evaluate the impact of each
area of spending on pupils’ achievement and well-being.
The leader responsible for co-ordinating provision for pupils with disabilities and
special educational needs has further refined and improved systems for measuring
and evaluating the impact of small-group interventions on pupils’ progress. She uses
this information effectively to plan further support for pupils. She also has a good
overview of the progress that pupils with special educational needs make in different
year groups and knows where further improvements are needed so that they all
make at least expected progress.
There are some omissions in the school’s record of the checks made on staff prior to
appointment. This record is maintained by the local authority. A local authority
representative confirmed to inspectors that all the appropriate checks have been
made. The local authority is now updating the record to ensure that all checks are
correctly recorded and dated. School leaders and governors should ensure that this
is carried out as a matter of urgency.
The Chair of the Governing Body has a clear and accurate understanding of current
strengths and weaknesses within teaching and of variations in the achievement of
different classes and group of pupils. Minutes from recent meetings of the governing
body show that governors have a strong focus on improving outcomes for pupils.
Minutes also provide evidence that governors are now asking more questions to hold
leaders to account for their work. Governors have benefited from training, run by the
interim headteacher, to help them compare school information about pupils’
achievement with national data. Governors know that they must now ensure that all
statutory policies are in place and are up to date and that the school website meets
the statutory requirements.
The local authority has a clear and accurate understanding of the school’s current
position. A school improvement advisor visits the school each half term to work with
the headteacher and the Chair of the Governing Body to evaluate the quality of
teaching and pupils’ achievement. This is helping to hold school leaders to account
for their work.
The local authority has provided training for new governors and has also supported
a member of staff with new responsibilities for safeguarding. In addition the local
authority has supported the school in meeting the needs of disabled pupils and those
with special educational needs.
The local authority is supporting governors in their efforts to appoint a new
substantive headteacher. In order to ensure continuity, the local authority has
agreed that Mrs Matharu will remain as interim headteacher until a new headteacher
is appointed. Mrs Matharu will then work with the new headteacher to ensure a