Headteacher: Mrs Marion Aust
School holidays for Kingsfield Centre via Suffolk council
25 boys 76%
10 girls 30%
Last updated: June 20, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- Sept. 1, 2001
- OSGB coordinates
- Easting: 603458, Northing: 259029
- GPS coordinates
- Latitude: 52.192, Longitude: 0.97525
- Accepting pupils
- 7—16 years old
- Special pupils
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 14, 2013
- Region › Const. › Ward
- East of England › Bury St. Edmunds › Onehouse
- Urban > 10k - less sparse
- SEN Facilities
- PRU Does have Provision for SEN
- Pupils With EBD
- PRU Does have EBD provision
- Free school meals %
- Learning provider ref #
- 0.1 miles Oakwood School IP141SZ
- 0.2 miles Wood Ley Community Primary School IP141UF (214 pupils)
- 0.2 miles Stowmarket High School IP141QR (820 pupils)
- 0.6 miles Chilton Community Primary School IP141NN (172 pupils)
- 0.6 miles Stowmarket Middle School IP141JP (474 pupils)
- 0.8 miles Abbot's Hall Community Primary School IP141QF (250 pupils)
- 1.4 mile Finborough School IP143EF (314 pupils)
- 1.5 mile Combs Ford Primary School IP142PN (284 pupils)
- 1.6 mile Great Finborough Church of England Voluntary Controlled Primary School IP143AQ (107 pupils)
- 1.6 mile Cedars Park Community Primary School IP145FP (346 pupils)
- 1.7 mile Combs Middle School IP142BZ (379 pupils)
- 1.7 mile Trinity Church of England Voluntary Aided Primary School IP142BZ
- 2.1 miles Crawford's Church of England Voluntary Controlled Primary School IP143QZ (51 pupils)
- 2.2 miles Stowupland High School IP144BQ (694 pupils)
- 2.4 miles Freeman Community Primary School IP144BQ (150 pupils)
- 2.6 miles Moats Tye School IP142EY
- 2.7 miles Old Newton Church of England Voluntary Controlled Primary School IP144PJ (48 pupils)
- 3.1 miles Hillcroft Preparatory School IP143RQ
- 3.7 miles Rattlesden Church of England Voluntary Controlled School IP300SE (102 pupils)
- 3.9 miles Elmswell Community Primary School IP309UE (257 pupils)
- 4 miles Woolpit Community Primary School IP309RU (146 pupils)
- 4.1 miles Creeting St Mary Church of England Voluntary Aided Primary School IP68NF (67 pupils)
- 4.2 miles Bosmere Community Primary School IP68DA (268 pupils)
- 4.2 miles Needham Market Middle School IP68BB (262 pupils)
|Inspection date(s)||31 Januar y–1 February 2012|
|Unique reference number||133356|
|Inspection dates||31 January–1 February 2012|
|Lead inspector||Heather Yaxley HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Pupil referral unit|
|School category||Pupil referral unit|
|Age range of pupils||7–16|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||23|
|Appropriate authority||The local authority|
|Date of previous school inspection||20 November 2008|
|School address||Chilton Way|
|Telephone number||01449 613931|
|Fax number||01449 775421|
|Email address||reveal email addressk.sch.uk|
|Inspection report:||Kingsfield Centre, 31 January–1 February 2012||2 of 12|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Heather Yaxley||Her Majesty’s Inspector|
This inspection was carried out with two days’ notice. The inspector observed parts
of six lessons led by five teachers or support staff. Meetings were held with pupils,
support staff, the headteacher, the deputy headteacher, the Chair of the
Management Committee and a local authority officer. The inspector took account of
the responses to the on-line questionnaire (Parent View) in planning the inspection,
observed the school’s work, and looked at assessment information, curriculum
documents, records of pupils’ behaviour, pupils’ work, minutes of meetings and the
single central register of the safeguarding checks on staff. There were no responses
to the on-line questionnaire. Fifteen parents and carers responded to the pre-
inspection questionnaire and these were considered alongside those from 19 staff
and 18 pupils.
Information about the school
Kingsfield Centre is a pupil referral unit where pupils in Key Stages 2 and 3 generally
stay for a maximum of two terms before returning to mainstream education. These
pupils have behavioural, emotional and social difficulties. The centre also caters for
up to twelve pupils in Key Stage 4 with medical needs associated with their
emotional well-being. Four pupils have statements of special educational needs. Two
pupils are looked after children. An above-average proportion of pupils are known to
be entitled to free school meals. There are three classes, one for each key stage and
some specialist teaching takes place in mathematics, art and physical education.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- Kingsfield Centre is a good pupil referral unit that ensures pupils are well
prepared for the next stage of their education.
- The headteacher provides strong leadership and the work of the centre is well
respected by local schools and support services.
- The management committee fulfils its responsibilities well and is rigorous in
challenging the centre on the difference that their work makes to pupils’
- Parents, carers and pupils speak very positively about the difference that the
centre has made to them, particularly helping them to look forward with
confidence in a way that they have not felt able to in the past.
- Pupils make good progress from their individual starting points because good
teaching takes place in a calm, orderly environment, where their behaviour is
managed well by highly perceptive, very positive and well trained staff.
- Staff work extremely well as a team; they have high aspirations for the pupils
and promote the importance of academic achievement alongside high
expectations for appropriate behaviour.
- The centre has successfully built upon its work since the previous inspection,
particularly in improving assessment and establishing the Key Stage 4 provision
on a firm footing, ensuring that the centre has the capacity to improve the
- The journey of improvement for assessment is a good one, although the use of
this information to provide a complete picture of pupils’ achievements and to
involve pupils more in improving their work is not strong enough.
- The curriculum is satisfactory rather than good because, although it provides
pupils with a range of activities that interest them and that cater well for their
different levels of ability, schemes of work are not always well planned and the
time available for teaching the curriculum is not always best used.
What does the school need to do to improve further?
- Develop assessment further by:
making better use of the information available to provide a clearer
overview of pupils’ progress from the start to the end of their placement
assessing the full range of pupils’ attainments, including information and
communication technology skills
making better use of pupils’ individual targets in lesson plans and when
marking their work
improving individual plans for pupils with special educational needs.
- Review the curriculum to improve its quality so that:
the centre’s day and week provide sufficient time for teaching the
curriculum, including a prompt start to the day
all subjects are well planned with schemes of work that focus primarily on
what pupils will learn
pupils’ spiritual, moral, social and cultural development is promoted
systematically throughout the curriculum
there is a planned, systematic programme for teaching reading in Key
Stages 2 and 3.
Achievement of pupils
For reasons of past disaffection with their mainstream schools, often compounded by
previously low attendance, pupils enter the centre with low attainment. For those in
Key Stages 2 and 3, the accelerated progress at the centre is not always sufficient to
make up for all of the prior underachievement. Nevertheless, the centre does its job
well in narrowing the gap in performance compared with all pupils nationally by
ensuring a general pattern of increasingly good progress from pupils’ individual
starting points. Parents and carers recognise that their children make good progress
at the centre. For some pupils, it takes longer than others for their behaviour to
settle, yet levels of prior learning are maintained because disruption is managed well.
This enables pupils to respond positively to firm boundaries and timely pastoral
Pupils in Key Stage 4 often attain GCSE grades that are in line with national averages
and for individual pupils this often represents better grades than previously
anticipated. Several pupils commented that they never thought that they would
achieve so much after such long periods of disrupted education. Some are now
looking to forward to college and beyond, never having thought it possible before.
This is possible, not only because of good teaching and pastoral support, but also
because pupils attain GCSEs in the appropriately challenging subjects of English,
mathematics, science, history and, sometimes, art.
It is clear from lessons observed, work scrutinised and discussions with them that
pupils of all ages value their learning. They successfully rise to the high expectations
of staff to pay attention, to take the work seriously and to complete tasks in the time
available, as seen in a Key Stage 2 cookery lesson. It is not always clear from pupils’
work how well they are achieving because of poor handwriting and spelling, and not
showing how they have worked things through because of the limitations of
worksheets. Similarly, pupils do not always know how well they are doing because
they do not know their targets and they have limited opportunities to learn from
Pupils show increasing confidence in showing what they can do, including expressing
their feelings on particular topics. For example, pupils in the Key Stage 3 class were
highly engaged in writing and reading aloud their response to a passage on gas
attacks during the war. Key Stage 4 pupils were preparing a film review for an
English oral test and, although anxious about performing this in front of others, were
sufficiently confident to have a go. Pupils in Key Stage 2 are often reluctant to show
what they can do independently, particularly in writing, but quickly gain confidence in
working with staff on the things that they find difficult.
Quality of teaching
Parents and carers are confident that their children are taught well. Strengths in
teaching include staff collaboration in supporting pupils’ learning in tandem with
managing their behaviour; good subject knowledge, providing age-appropriate
activities that interest and motivate pupils; and setting work that is accurately
pitched to challenge pupils of different abilities. As a result, in addition to making
good academic progress, pupils’ spiritual and moral development progresses well.
Opportunities to develop independence and cooperative skills are not always well
planned and this links to weaknesses in the planned curriculum. Pupils’ cooperation
with adults is good. Staff know when to intervene and when not to. This means that
learning is rarely interrupted and, when it is, does not unduly affect those who want
to get on with their work. The teaching of reading is not sufficiently well planned to
ensure that all pupils in Key Stages 2 and 3 apply a systematic approach to reading
Parents and carers rightly believe that their children access good teaching and that
their academic progress and behaviour improves as a result. Pupils say that they
enjoy lessons and that they are expected to work hard. They like being in classes
with fewer pupils than in their previous schools and say that this helps them to learn
Behaviour and safety of pupils
Most pupils have a good understanding of the importance of keeping themselves
safe, and are aware of how to avoid potentially unsafe situations. They have a
secure knowledge of types of bullying, including cyber-bullying. A reduction in fixed-
term exclusions since the previous inspection, so that it is now a rare occurrence,
and few incidents of extremely unacceptable behaviour or racist language ensure
that pupils feel able to learn in a safe and secure environment. It is commonplace for
pupils to respect the rules and codes of conduct, and to be courteous towards adults.
Although some pupils find it difficult to reason through how their inappropriate
behaviour affects others, most will accept the consequences.
Questionnaires from parents, carers and pupils acknowledge some inappropriate
behaviour and bullying but are generally assured that incidents are dealt with well.
Inspection evidence supports this view. Records of incidents, risk assessments and
pupils’ individual files provide a good level of detail to promote pupils’ well-being.
Staff set clear boundaries and are good role models. The well-established ethos and
team work ensures that new pupils settle well and pupils say that they felt well
supported to make a positive start.
Attendance overall is in line with national averages and for some this is a significant
improvement in a short period of time. Pupils talk positively about going back to
school. The way that staff prepare pupils for their next school or for college provides
a sense of security and purpose to their time at the centre.
Leadership and management
Equality of opportunity is promoted well because of significant strengths in two
particular aspects of the centre’s work. First, the centre’s reason for being is clearly
articulated and understood, firmly rooted within its work and provides a very strong
driving force for improvement. As a result, barriers to each individual pupil’s success
are addressed well to facilitate re-engagement with learning and to ensure successful
transition to mainstream education. Second, arrangements for promoting pupils’ well-
being are particularly well suited to address the potential vulnerabilities associated
with their complex behaviour, emotional and social needs. Current government
safeguarding requirements are met. Staff work particularly well with external services
and pupils’ families to ensure that pupils are well supported.
Since the previous inspection, the deputy headteacher has significantly improved the
quality of information available on pupils’ achievements. This enables staff to know
more about the quality of learning of pupils in their class and establishes high
expectations for rates of progress. As yet, this information is not sufficiently
organised to provide a clear strategic overview of pupils’ progress over time. In
addition, not all areas of pupils’ achievements are assessed or tracked. The individual
education plans for pupils with additional special educational needs are not specific
enough to focus attention on the most important skills and how they can be
accomplished throughout the day and week.
The curriculum is satisfactory because, alongside its strengths, there are weaknesses
in planning and the time available for teaching. Its strengths include the breadth of
subjects in Key Stages 2 and 3 and ambitious coverage of GCSE courses. The
curriculum for personal, social and health education is being developed well,
particularly to cover those aspects of highest priority for Key Stage 4 pupils as they
approach adulthood. However, there is no planned, systematic programme for
teaching reading in Key Stages 2 and 3. In Key Stages 2 and 3, the curriculum for
subjects other than English, mathematics and science are not sufficiently detailed.
Schemes of work do not always make sufficient reference to what pupils will learn
and lack details about learning opportunities that can support pupils’ personal
development. The time available for teaching the curriculum during the week is not
always used efficiently. For example, transport arrangements mean that pupils do
not arrive early enough in the mornings to make a prompt start to the first lesson.
In response to issues raised at the previous inspection, the management committee
took decisive action to gain greater insight into the effectiveness of the centre’s
work. A quality assurance committee was established and this, together with
refocusing the work of other committees, has added a good level of rigour. Their
attention to improving pupils’ outcomes is now firmly established.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and 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 governors and 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.
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.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
2 February 2012
Inspection of Kingsfield Centre, Stowmarket, IP14 1SZ
It was a great pleasure for me to inspect Kingsfield Centre this week and I am
pleased to tell you that I judged that it provides you with a good education. I do
hope that you will read my full report for all the details but here are some of the
Staff and the management committee are very firmly focused on making sure that
you do as well in your learning as you do in improving your behaviour. They are
particularly good at helping you to overcome some of your anxieties about school.
You and your families are very appreciative of the work that staff do to help you.
There are two things that I believe are the next priorities for the staff to focus on.
The first is to continue developing assessment so that your skills are better tracked
and targeted. The second is to review the curriculum to make better use of time
during the week and to make curriculum plans more useful for planning lessons.
I want to say a big thank you for the help you gave me during the inspection. The
conversations that we had and the questionnaires that you completed for me were
very helpful in letting me know about your experiences of the centre. I know that the
staff and the management committee are always keen to know what you think so
please take advantage of that. It is really pleasing to see that most of you attend the
centre every day. This is helping you to do as well as you are so please continue to
I wish you well for the rest of your time at the centre and for your next school or
college. For those of you in Key Stage 4, I hope that the presentations and
assessments that you are planning go really well.
Her Majesty’s Inspector