School etc

Knowle Primary School

Knowle Primary School
Ringmore Way
West Park

phone: 01752 365364

headteacher: Mrs Judy Milford


school holidays: via Plymouth council

319 pupils aged 4—10y mixed gender
330 pupils capacity: 97% full

165 boys 52%


155 girls 49%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 246287, Northing: 59604
GPS coordinates
Latitude: 50.416, Longitude: -4.1649
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 7, 2013
Region › Const. › Ward
South West › Plymouth, Moor View › Honicknowle
Urban > 10k - less sparse
Free school meals %

rooms to rent in Plymouth

Schools nearby

  1. 0.3 miles Mill Ford School PL52PY (98 pupils)
  2. 0.3 miles Ernesettle Community School PL52RB (398 pupils)
  3. 0.4 miles Ernesettle Junior School PL52RB
  4. 0.4 miles Ernesettle Infants' School PL52RB
  5. 0.4 miles West Park Primary School PL52LY
  6. 0.4 miles Brook Green Centre for Learning PL54DZ (92 pupils)
  7. 0.4 miles Honicknowle Secondary School PL53PY
  8. 0.5 miles St Peter's RC Primary School PL54HD (182 pupils)
  9. 0.5 miles St Peter's RC Primary School PL54HD
  10. 0.6 miles Shakespeare Primary School PL53JU (483 pupils)
  11. 0.7 miles Plaistow Hill Infant and Nursery School PL52DT (216 pupils)
  12. 0.7 miles Woodfield Primary School PL54HW (169 pupils)
  13. 0.7 miles St Budeaux Foundation CofE (Aided) Junior School PL52DW (198 pupils)
  14. 0.9 miles Plymouth Tuition Service: Young Parent's Centre PL54AA
  15. 0.9 miles Chaucer Primary School PL53EJ
  16. 0.9 miles Sir John Hunt Community Sports College PL54AA (771 pupils)
  17. 0.9 miles Tamarside Community College PL52AF
  18. 0.9 miles Mount Tamar School PL52EF (98 pupils)
  19. 0.9 miles Marine Academy Plymouth PL52AF (867 pupils)
  20. 0.9 miles Marine Academy Primary (Map2) PL52AF (32 pupils)
  21. 1 mile Whitleigh Junior School PL54AA
  22. 1 mile Whitleigh Infants' School PL54AA
  23. 1 mile Tamerton Vale Primary School PL66PE
  24. 1 mile John Kitto Community College PL53NE

List of schools in Plymouth

31 March 2014
Mrs Judy Milford
Knowle Primary School
Ringmore Way
West Park
Dear Mrs Milford

Requires improvement: monitoring inspection visit to Knowle Primary

Following my visit to your school on 27 March 2014, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

findings. Thank you for the help you gave me and for the time you made available to
discuss the actions you are taking to improve the school since the most recent
section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in November 2013. It was carried
out under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to:

 strengthen its focus on improving the quality of teaching and learning

to good or better by:

- developing teachers’ skills in checking the progress of all pupils

during the lesson and adapting activities, the pace and questions to
promote rapid progress for all, including the most able pupils

- enabling staff to identify and observe the characteristics of

outstanding practice in other schools in a similar context, especially
in providing activities and questions that motivate and inspire pupils
to think and learn

 provide governors with an accurate overview of the attainment and

progress of pupils compared to all schools nationally.

1-4 Portland Square
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 311 5359
Direct F 0117 315 0430
Email: reveal email: chri…


During the visit, meetings were held with you, your deputy, pupils, members of the
Governing Body and a representative from the local authority to discuss the action
taken since the last inspection. The school action plan was evaluated. Other

documents, including those containing information on pupils’ progress, were
examined. In addition, we jointly observed five lessons and looked at pupils’ books.


Since the section 5 inspection, the literacy subject leader has been taken out of class
to provide intervention and support for reading and writing. A new school building is
due to replace the current 1950s building during the next year.

Main findings

Senior leaders are improving the use they make of the system for monitoring pupils’
progress. The information is now used to hold teachers to account for the progress
of their pupils each term. Any underachieving pupils are identified promptly and
appropriate intervention and support is provided. This is helping to close the gaps
for disabled pupils, those with special educational needs and for pupils supported by
the pupil premium.
Teachers are making better use of assessment to plan work at different levels of
ability for their pupils. However, not all teachers are checking pupils’ progress during
the lesson and adapting the activities, pace and their questions to make sure all
pupils, especially the most able, make rapid progress. Teachers mark pupils’ work
regularly and some, though not all, give precise next steps that result in pupils

improving their work. Pupils now also assess their own and each other’s work and

this helps them to know what to do to improve it.
Pupils are beginning to make better progress, due to the improvements in matching
lessons more closely to the range of their learning needs. Progress in reading is
improving because pupils are reading more widely and regularly. They are enjoying
the range of books and online quizzes that have been introduced recently. Progress
is also improving in mathematics, especially when pupils are challenged to apply

their calculation skills in solving ‘real life’ problems. Pupils make less progress in

writing because they spend too long learning a new skill, for example of changing
tense, and not enough time applying it in writing that gives them a real sense of
purpose and audience. The school has identified the need to review the curriculum
so that it motivates the pupils to learn, especially boys, and helps them to see the
relevance of their learning.

Pupils’ behaviour continues to be good and the school’s work to keep them safe and

secure is effective. The school continues to work effectively to improve attendance.
The headteacher has an accurate understanding of the quality of teaching and what
needs to be done to improve it. Through coaching the staff, the deputy headteacher
is helping them to improve their practice. However, while it covers all aspects of the
areas for improvement identified in the section 5 inspection, the action plan does not
outline what the school will do to improve the quality of teaching and learning so
that staff and governors can achieve the vision. The senior leaders have reviewed
their self-evaluation, but it is still too complicated to give governors an accurate
overview of the attainment and progress of pupils compared to all schools nationally.
An external review of governance found that the governing body is over-reliant on
information from the headteacher. Governors now visit the school regularly and

monitor actions such as improvements in teachers’ marking. However, until they

gain a clear view of why the school’s performance is currently below the

government’s floor standards, the governors can only offer limited challenge to

senior leaders to raise standards for all pupils.

Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.

External support

The school is drawing upon the support provided by the local authority and teaching
school alliance well. The support includes funding for reciprocal visits to and from a
Local Leader of Education which have resulted in improvements in teachers’
marking. It will also include visits to outstanding schools in a similar context in the
near future. The local authority appropriately monitors the effectiveness of the
support each term. It is providing ongoing training for the Governing Body, which
needs to help the governors in gaining an objective view of the school so that they
can hold the school to account for its standards.
I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Plymouth.

Yours sincerely
Sue Frater

Her Majesty’s Inspector

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