Kingsway Primary School

What Ofsted said

From the inspection on 3 February 2026

The school is a calm and harmonious place. Pupils feel happy and safe at school. Typically, pupils behave well. Staff are skilled at helping pupils to manage their emotions. They enjoy playing or chatting with each other at breaktimes. Pupils trust staff to help them resolve any issues that they might have. Minor skirmishes and incidents of bullying are dealt with quickly and thoroughly. Pupils are supported to put things right when this is needed. Some pupils do not attend school as regularly as they should. This impacts negatively on pupils’ learning in addition to their social and wider development. Those who attend regularly, benefit from established routines. These help pupils to be ready to learn. Pupils do not achieve as well as they should. This means that pupils are not fully prepared for the next stages of their education. Leaders do not ensure that teaching checks what pupils know and can do before moving on to new content. Leaders provide additional support for disadvantaged pupils to help reduce the barriers that they face. However, this is not always effective in helping pupils to learn as well as they could. Pupils enjoy the trips, clubs and other activities that leaders provide. These help pupils to learn about the wider world. For example, children in the early years explore the local park, nearby shops and other amenities, which help to bring their learning to life. Children in the early years settle quickly. They are keen to learn from caring and enthusiastic staff. Pupils enjoy leadership roles, such as acting as an 'attendance hero' or a librarian. Pupils also learn how to make a positive contribution to their community through school and eco-council activities. Pupils develop confidence in themselves. This in turn increases the aspiration that pupils have for their future careers.

What the school should improve

• Leaders should ensure that pupils attend school regularly and that attendance for all groups of pupils improves towards national averages.
• Leaders should ensure that teachers identify and address gaps in pupils’ knowledge consistently so that pupils can learn and achieve well.
• Leaders should improve the expertise of staff so that pupils, especially those with special educational needs and/or disabilities, are appropriately supported to learn well.
• Leaders at all levels should make sure that their actions to improve aspects of the school, such as pupils' attendance and achievement, result in more rapid and sustained improvements.
• Leaders should make sure that the curriculum in the early years provision is carefully designed. They should ensure that gaps in children's knowledge and skills are swiftly identified and addressed so that children are fully prepared for their learning in Year 1 and beyond.

Read the full Ofsted report (opens in a new tab)