OFSTED

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Click to download – November 2016 OFSTED Report (PDF)

“The school’s vision for pupils to ‘Aspire, Believe, Explore, Achieve’, is threaded through all aspects of the school’s work and underpins pupils’ academic and personal development.”

“The curriculum is carefully planned to engage pupils in a wide range of learning and experiences. The ‘Kings’ Forest Essentials’ effectively support pupils’ spiritual, moral, social and cultural development.”

“Leaders continue to build their skills to provide support for pupils who have complex needs. Personalised interventions support pupils to achieve well and develop self-esteem.”

“Pupils’ behaviour is good in class and at lunch- and breaktimes. Relationships between staff and pupils are strong.”

“Parents are positive about the work of the school. They appreciate the improvements that have been made to teaching and behaviour and the impact of this on their child’s achievement. They are fully engaged in their child’s education.”

“Teachers plan interesting and creative lessons to engage pupils in their learning. In addition, they take every opportunity to develop pupils’ English and mathematical skills through other subjects. As a result, the work in pupils’ topic books is of a particularly high standard.”

“The school works closely with appropriate agencies to access support for individual pupils and their families. The deputy headteacher and the pastoral support manager leave no stone unturned in their determination to provide the specialist interventions required when needed. This work is highly effective in keeping children safe, particularly those who need it most.”

“Pupils demonstrate good attitudes to learning in lessons. They respond with enthusiasm to teachers’ questioning and show respect for other pupils’ points of view. This positive learning culture is resulting in pupils making faster progress, especially the older pupils who have the most ground to catch up.”