Kingham Primary School is an exceptional village school in an outstanding rural setting. The school looks out over a school garden, wild flower area and woodland, with a large playing field beyond.
With a Nursery class that accepts children from the age of three, the school has an annual admission of up to 30 children into the Reception class, progressing through six further classes from Year 1 to 6 up the age of eleven.
The school is funded through Oxfordshire County Council and offers places to children free of charge in line with the local authority admissions policy.
Highly regarded by parents, Kingham Primary School is rated as outstanding by Ofsted, the organisation responsible for the inspection of schools.
The headteacher and the senior leadership team have extensive experience and expertise in education. All the class teachers are supported by a highly capable team of teaching assistants.
A broad and balanced educational programme is provided in line with the National Curriculum, through termly themes that engage children and enable teachers to respond to their individual interests and needs.
Children receive music and sports tuition each week from external specialist teachers as a part of the school timetable. They also benefit from the support of a computing advisory teacher, special needs advisory teacher and the school special educational needs and disability co-ordinators.
Kingham Primary School is part of the Chipping Norton Partnership of Schools, or CNPS, which works closely together on a whole range of events, including sports tournaments, art and topic days, dance festivals and concerts.
As a result of this positive environment for teaching and learning, the children consistently achieve well above the national average at the end of the Foundation Stage, Key Stage One and Key Stage Two.
The children go on to a range of excellent secondary schools in the area, including The Chipping Norton School, Burford School, The Cotswold Academy, and the nearby independent Kingham Hill School.
The school office has a dedicated administrative team and a part-time school business manager, who is also clerk to the governing body.
The governors, including two parent governors, a staff governor, and co-opted governors appointed for their skills and expertise, provide strategic governance for the school.
The Kingham Primary School Association, or KPSA, is the charitable parent teacher organisation, which is very successful at raising funds for enrichment resources and activities for the children, while providing a social focus for the community.
Kingham Primary School is just off the village green at the edge of Kingham in West Oxfordshire. Kingham is four miles from the market town of Chipping Norton and six miles from Stow-on-the-Wold. It is 25 miles northwest of Oxford and has a direct train service to Oxford and London Paddington.
A traditional English village, Kingham has a 14th-century church, two pubs with restaurants of national reputation, a village shop and post office. It was recognised by The Sunday Times in 2016 as “The best place to live in the South East”.
The parish has a population of less than a thousand, but Kingham Primary School also serves surrounding villages, including nearby Churchill. The nearest town of Chipping Norton lies outside the officially designated area of the school, but the school admits children from a wide area, subject to the availability of places.
The surrounding Cotswolds countryside is a designated area of outstanding natural beauty, the second largest protected landscape in England. The low rolling hills provide the honey-coloured limestone that characterises the stone buildings that are typical of the region.
This brief video tour was produced by Zack, a former pupil at Kingham Primary School, who now attends Kingham Hill.
Autumn Term 2026
Thursday 3rd September – Friday 23rd October
Half term holiday 26th October – 30th October
Tuesday 3rd November – Friday 18th December
Christmas Holiday 21st December 2026– 4th January 2027
Spring Term 2027
Tuesday 5th January – Friday 12th February
Half term holiday 15th February – 19th February
Monday 22nd February – Thursday 25th March
Easter Holiday 26th March– 9th April 2027
Summer Term 2027
Monday 12th April – Friday 28th May
Half term holiday – 31st May – 4th June
Tuesday 8th June – Wednesday 21st July
Summer Holiday 22nd July –7th September 2027
Inset Days 2026-27
Tuesday 1st September 2026
Wednesday 2nd September 2026
Monday 2nd November 2026
Monday 4th January 2027
Monday 7th June 2027
Bank Holiday (school closed) Monday 3rd May 2027
Autumn Term 2027
Wednesday 8th September – Friday 22nd October
Half term holiday 25th October – 1st November
Tuesday 2nd November – Tuesday 21st December
Christmas Holiday 22nd December 2027– 4th January 2028
Spring Term 2028
Thursday 6th January – Friday 11th February
Half term holiday 14th February – 18th February
Monday 21st February – Friday 7th April
Easter Holiday 10th April–21st April 2028
Summer Term 2028
Monday 24th April – Friday 26th May
Half term holiday – 29th May – 5th June
Tuesday 6th June – Friday 21st July
Summer Holiday 24th July –5th September 2028
Inset Days 2027-28
Monday 6th September 2027
Tuesday 7th September 2027
Monday 1st November 2027
Wednesday 5th January 2028
Monday 5th June 2028
Bank Holiday (school closed) Monday 1st May 2028
Many children are able to walk or cycle to and from school with their parents or carers.
Limited parking spaces are available in the free parish car park adjacent to the school. Additional parking is available on Churchill Road, to the north of the village green.
A school bus operates for those children that require this service.
Further information about travel assistance is available in the Oxfordshire Home to School Travel and Transport Policy.
The school is open for 32.5 hours per week (not including clubs and wraparound care) Kingham Primary School welcomes children and their parents or carers to assemble in the playground from 8.35 in the morning on school days. The school bell rings at 8.45am and class teachers will come to each year group line to collect the children and take them into school. A teaching assistant will wait to meet any children who missed the bell to ensure that they are safely supervised into school.
Please make every effort to ensure that your child is at school on time. If you arrive after 8.55 please bring your child through the main front entrance to the school office where a member of our office staff will greet you to sign in your child. One of the school staff will then escort your child to their classroom.
Morning break is from 10.30–10.45.
Lunchtime is from 11.45 for the Reception class, from 11.55 for Y1-2, and from 12.00 for Y3-6.
Afternoon registration is at 1.00pm and school continues until 3.15pm.
Parents and carers are welcome to come to the playground from 3:10pm to collect children from 3.15pm.
Children can only be collected by nominated individuals that have been previously identified to the school and are known to the child. If there is any change to the usual collection arrangements please notify the school in writing in advance. This can generally be done through an entry in the school diary of the child.
Kingham Primary School encourages regular attendance as there is a very strong link between poor attendance and poor performance. Students are expected to attend daily and on time unless they are ill.
Good school attendance habits are best started early. Children learn from those around them and you as parents set the standards and expectations for your child. Showing your child the importance of attending school every day not only helps your child to settle quickly when starting school but helps them to keep and maintain friendships and enjoy the school environment.
If children do not attend school regularly they may struggle to keep up with school work and struggle to make and keep friendships.
The Department for Education advises that Leave of Absence should not be permitted during term time unless there are ‘exceptional circumstances’. As there are thirteen weeks of school holiday in which family holidays can be taken, holidays are not considered as ‘exceptional circumstances’. We understand that this can be hard on families from other countries who want to be able to visit their relatives abroad during term time, but arrangements will have to made to make visits either without your children or during the school holidays.
If parents or carers do plan to take their child out of school for any reason, they need to complete an absence request form, available from the school office or on the link below:
Kingham Primary School is pleased to be able to offer a healthy hot lunch for all children in school. Children may alternatively bring an appropriate packed lunch. Children can state at morning registration whether they will require a school meal. A vegetarian option is always available.
A packed lunch can be brought to school in a lunch box clearly labelled with the name of the child. This should contain appropriate items that do not require refrigeration. As some children may have food allergies, lunches should not include products containing nuts or peanuts, including peanut butter, nut spreads, and confectionary or cereal bars containing nuts.
School meals are supplied by Oxfordshire County Council and are prepared onsite by our catering team. The menus are designed to ensure that all meals are nutritionally balanced over the course of a three week cycle. Children can sit together and enjoy their meals whilst developing social skills that are so important in later life. A well-fed and happy child is more likely to be receptive to participating in the afternoon activities.
School menu from April 2026
School meals are free of charge to all children in Reception and Years 1-2. Some parents and carers of children in the Nursery and Years 3-6 may also be able to claim free school meals and other benefits.
The school receives additional ‘pupil premium’ funding for children whose parents or carers are entitled to certain credits or allowances or children that have been previously registered for free school meals. This funding is used to benefit the education of eligible children and is worth over £1,000 per child for each year that they are at primary school, even if they are already entitled to universal infant school meals in Reception and Years 1-2, or bring a packed lunch. The school can use this money to help pay for things like the cost of school visits or music lessons.
Parents and carers are encouraged to enquire about the pupil premium and how it benefits both their children and the school. It simply requires completion of an application form, together with proof of entitlement. Further information is available in confidence from the school office.
There is a charge of £2.90 per meal for children that are not entitled to free school meals.
Meals can be paid for in advance using ParentMail, a secure online payment system. Payments can also be made in advance directly through the school office, on a weekly, monthly, or half-termly basis. The school does not offer a credit facility. If parents are for any reason unable to pay for meals they should contact the school office.
Parents and carers should inform the school about children with severe allergies. Staff receive appropriate training in understanding and dealing with anaphylaxis or severe allergic reactions and will use this training as necessary.
The school is aware that some children have nut allergies and aims to be nut-free as far as possible. Parents and carers are asked not to send food to school that contains nuts, including peanut butter, nut spreads, and confectionary or cereal bars containing nuts. Children will be asked not to share food and encouraged to wash hands before and after eating.
We are proud of our school uniform and believe that it provides a sense of belonging for our children. Our school uniform promotes our ethos and fosters a good learning environment.
We recognise that uniform can be costly for parents and we try to keep costs down.
We sell branded items from our supplier, Wreal Sports, however, we do not insist on branded uniform and allow high-street options, such as supermarket own-label uniforms.
The Kingham Primary School uniform reflects the school colours of navy blue and gold. It is designed to be practical, supporting our school identity while providing flexibility for individuals.
All shoulder length or long hair must be tied back using a black, white, grey or navy-blue hair band, scrunchie or bobble.
Make-up including nail polish is not allowed to be worn in school
Jewellery must not be worn in school, apart from a watch or small piercing studs, which must be removed or covered up for sport or PE.
All items of clothing, including shoes, hats and coats must be clearly labelled with the name of the child.
Suitable clothing is easily available from many retailers.
Items with the school logo, including clothing, bags and rucksacks are available for purchase from Wreal Sports at their shop front or by ordering online. Please visit their website or call for more information
Wreal Sports | Embroidery/Print for Workwear, Schoolwear & Sportswear
The Kingham Primary School Association also manages donations of school uniform items, which are available for purchase at reduced prices, with proceeds going to the KPSA school fund. See the link below: https://www.pta-events.co.uk/kpsa/index.cfm?event=event&eventId=66538&isProductGroup=true
There is also a small selection of pre-loved uniform available to purchase at the school office.
Comments from our Ofsted report in July 2024:
“Pupils are thriving in this vibrant school.”
“Pupils work hard, enjoy school and know that a good education is pivotal to their future success. This is reflected in their excellent behaviour and attitudes to learning.”
“Pupils’ personal development is exceptional. The school’s values are at the heart of this. Pupils understand why these are important. They know that values such as kindness, tolerance and honesty help them to develop a strong moral code. As one pupil commented, ‘These are the key principles to lead your life by.’”
“Pupils benefit greatly from the school’s extensive enrichment opportunities. From music-making and Shakespeare performances to sporting tournaments and gardening, the list is endless. All pupils are encouraged to ‘shine’ and celebrate their wide-ranging accomplishments. Pupils make a tangible, positive contribution to school life by taking on one of the many leadership roles. Older pupils are mature and responsible role models for others. They love helping and caring for younger pupils by being a special ‘buddy’.”
“The school’s ambitious and well-considered curriculum fulfils leaders’ aspiration to inspire pupils to learn and achieve their best.”
“Children in early years get off to an excellent start to their education. Teaching here is characterised by high-quality interactions and engaging learning activities. From children’s first days in Nursery, staff skilfully develop their communication and language skills.”
“Pupils are busy, curious and engaged learners, making the most of everything on offer in this stimulating (Early Years) environment.”
Full report available here: Ofsted Inspection Kingham Primary School July 2024
The school has policies in place to cover the use and prevent the abuse of online services and social media by staff and children.
Parents and carers are also encouraged to act respectfully and consider the effect on others when posting on social media.
Kingham Primary School is a member of the Chipping Norton Partnership of Schools. The CNPS comprises the Chipping Norton School and ten local primary schools. These schools come together to participate in various sports activities, festivals and workshops.
This offers opportunities for children to compete and collaborate within a larger community of local schools and use a variety of facilities.
Some events and activities include teams or whole year groups, others can be provided as extension opportunities for individuals or as optional free or paid events.
Kingham Primary School also benefits from using some of the facilities of Kingham Hill School, the nearby independent secondary school.
The following forms are available to download and complete for submission to the school:
Kingham Primary School is a popular school and places are in high demand. If you are interested in the possibility of a place in the school you are encouraged to contact the school office for further information.
Our Nursery takes children from three years of age, with a maximum of 26 children in any one session. Places for children in the nursery class are managed by the school. A place in the nursery does not provide any guarantee of a place in the school reception class.
Kingham Primary School has a Published Admission Number (PAN) of 30 for entry into Reception. Places for children of school age are administered by the local authority, Oxfordshire County Council, in line with its admissions policy.
You can apply online. The deadline for applications for places in reception is generally in January of the year in which the child will start in September.
The school serves an officially designated area that is determined by the local authority. Places may be offered to children living outside this area, depending on the number of applications received.
Places are allocated according to strict criteria, which are determined by the council. Even if Kingham Primary School is your stated first preference there may not be sufficient places available for all those that apply.
Places occasionally become available for older children in classes further up the school. Please contact the school office in the first instance for details of any current availability. Formal applications are administered through the local authority.
Kingham Primary School has a highly dedicated staff committed to ensuring that every child is valued and feels confident and secure.
Click on the image below to watch staff talk about working at Kingham Primary School
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I became Headteacher of Kingham Primary School at the start of 2021, returning to England with my wife and two sons.
I am an experienced school leader who has spent more than twenty years improving schools across a wide range of contexts — from small rural primaries to a world-class international school, and from inner-city London federations to the independent sector. My career has been defined by a deep commitment to children’s learning, wellbeing and personal development, and by a belief that every school can be exceptional with the right culture, systems and leadership. Over the years I have served as Headteacher, Executive Headteacher, National Leader of Education (NLE), Local Leader of Education (LLE), federation leader, and Vice Principal of a large all-through international school. I have led schools through significant transformation — academically, pastorally, operationally and culturally — and have consistently delivered strong outcomes for pupils, staff and communities.
In one London school, I led the journey from underperformance to becoming an Outstanding National Teaching School, regularly appearing in the top 100 schools nationally for progress. I developed leaders who went on to become headteachers and executive headteachers, launched a professional development centre serving 60 schools, created a School Direct teacher training programme, and co-founded a Teaching School Alliance with more than 20 partner organisations.
In a major international school, I improved all academic outcomes year-on-year, strengthened reputation, expanded the roll, and served on the Executive Leadership Team of a 1600-pupil all-through school. I also led major capital developments including new libraries, STEM and ICT facilities, performance spaces, sports buildings and EYFS outdoor environments.
In my current headship, I have designed a new curriculum from the ground up, achieved year-on-year improvements in results (placing our progress in the top 250 schools nationally) and contributed to national leadership development as an NPQH facilitator for the local Teaching School Hub.
Across all roles, I have developed a reputation for strategic clarity, high expectations, emotional intelligence and an unwavering focus on what is best for children.
Beyond leadership, I am a husband, father of two teenage boys, keen cyclist and walker, musician, avid reader, and lover of travel. These aspects of my life keep me grounded, curious and connected to the world beyond school.
I believe strongly that leadership is a service — a privilege built on trust, humility and moral purpose. Whether in a large international school or a small rural primary, my aim is always the same: to inspire staff, empower children, strengthen communities and create a school where every individual feels valued, challenged and able to flourish.
I am as enthusiastic now about working with young people as the day I started training as a teacher. My belief is that education should be a special time that provides memories and friendships students will cherish forever. I am passionate about an education that enables each child to be treated as an individual, to feel valued, and above all, to reach their full potential. I aim to ensure all my staff share this philosophy and do their best for every single child.
Read my Headteachers blog here: Reflections on school life, childhood and parenting
Kingham Primary School provides optional extended care for children of school age through its Breakfast Club and Afternoon Club. This enables the school to offer wraparound care from 7.45am to 5.15pm to support working parents and carers.
The Breakfast and Afternoon Club staff all work at Kingham Primary School as teaching assistants or lunchtime supervisors. This ensures good continuity for the children, enabling behavioural expectations to be clearly understood.
Optional extra-curricular activity clubs are also provided each term, subject availability and demand.
Breakfast Club enables children to come into school from 7.45am. Cereal and fruit with milk or water are available. At 8.45am the children in are taken to the playground to line up with their classes.
Places for Breakfast Club must be booked and paid for in advance. Further information is available from the school office.
Kidz Club provides extended care in the afternoon on school days. The Kidz Club staff collect children from the classrooms at 3.15pm and they are available for collection until 5.15pm.
Activities are provided, including outdoor play. There is also an opportunity for children to take part in quieter activities, including homework tasks. Drinks and snacks are provided.
Hourly sessions must be booked and paid for in advance. Advance bookings are invited for each term, subject to availability. Occasional sessions can also be booked at shorter notice, where places are still available. Further information is available from the school office.
After school extra-curricular activities are supported by a combination of teaching assistants, specialist staff, and parent volunteers.
Clubs typically cover a range of activities, such as Art, Archery, Coding, Construction, Cookery, French, Football, Gardening, Golf, Hockey, or Tennis. They are offered to age appropriate year groups and vary by term.
These activities can be booked and paid for in advance on a termly basis, subject to availability. Further information is available through the school office.
This section contains information that all web sites for maintained schools in England must publish online.
Our Vision is ambitious but simple:
A truly exceptional education for our next generation
Our stated Mission is:
Underpinning our Vision and Mission are three core values. We aim to be:
Constantly striving to improve, at Kingham Primary School we are:
Always learning to be our best
Kingham Primary School follows the school admission rules of the local authority, Oxfordshire County Council.
Applications for the nursery class can be made by contacting the school office. Places in the nursery class are managed by the school, in accordance with the admissions policy of the local authority. A place in the nursery class does not provide any guarantee of a place in the school reception class.
Oxfordshire Country Council administers the allocation of places for children from Reception to Year 6. Kingham Primary School is a popular school. It may be the first preference for many parents in the area and there may be more applications than there are places available. It is not always necessary for children to live within the designated area or catchment of the school but distance from the school is one of the criteria used to allocate places.
Places occasionally become available for older children in classes further up the school. Please contact the school office in the first instance for details of any current availability. Formal applications are administered through the local authority. Further information here.
Where there are not enough places for everyone that applies to the school, the local authority will determine the admission arrangements according to strict criteria and the designated area of the school. Children that are looked after by the local authority or have particular needs will be given priority. Places are then allocated in order of priority to children living within the designated area with a brother or sister at the school, to other children living within the designated area, children living outside this area with a brother or sister at the school, and then other children living outside the designated area. For each category, if there are more applicants than available places these will be allocated according to distance from the school. The detailed policy that is followed is available from the Oxfordshire County Council web site.
A map showing the designated area or catchment for Kingham Primary School is available from the Oxfordshire County Council web site.
Kingham Primary School designated area
Applications for places from Reception to Year 6 are coordinated and administered by Oxfordshire County Council, which is the admissions authority for all mainstream state funded primary, infant, junior and secondary schools in Oxfordshire. Parents can apply online or using a paper copy of the Common Application Form. The deadline for applications to the Reception class is generally in January for admission the following September.
You may appeal for a school place if you have not been successful in your application.
More information about the process and deadlines for application and the relevant school admissions rules and policies are available from the Oxfordshire County Council web site.
Kingham Primary School is one of the top ten highest performing schools in Oxfordshire in July 2024.
Ofsted inspection reports can be found here: Inspection reports
Kingham pupils meeting expected standard or above
(National results – 2025)Kingham pupils exceeding expected standard
(National results – 2024)Progress score from KS1 2023*
Reading
97% (75%)
60% (29%)
+6.1
Writing
(teacher- assessed)90% (72%)
47% (13%)
+2.9
Spelling, Punctuation & Grammar
97% (73%)
43% (32%)
n/a
Maths
100% (74%)
43% (24%)
+3.4
Reading, Writing & Maths
90% (62%)
33% (8%)
n/a
* There are no progress scores in 2025 as this cohort missed KS1 tests due to Covid. 2024 results are shown instead. A positive progress score indicates good progress made since Key Stage 1; a negative score indicates low average progress.
Pupils meeting expected standard:
SchoolPupils meeting expected standard:
National
96%
89%
Pupils meeting expected standard:
SchoolPupils meeting expected standard:
National
87%
80%
Area of Learning
Pupils meeting expected standard: School
Pupils meeting expected standard: National (2022)
Prime Areas
83%
74%
Good Level of Development
83%
65%
Expected level across all ELGs
83%
68%
Average number of ELGs at expected per child
15.7
14.1
Further comparative school performance tables and statistical data about the school are available on the Government school performance web site.
On a tour of Kingham you will discover a happy, thriving school alive with learning. Students are given an excellent grounding in core skills interwoven into an exciting, thematic curriculum. Learning is at the centre of all that we do.
Our vision is of a truly exceptional education for our next generation. We aim to provide our children with an inspirational, engaging, ambitious and relevant curriculum that equips them for today and tomorrow.
We try to ensure that our school is at the heart of the community, where all stakeholders feel good when they walk through the door and where everything is done in the best interests of every individual child.
At Kingham, we endeavour to provide magical experiences, friendships and lifelong memories. We believe that teaching and learning should be exceptional with teachers knowing their students well and challenging all students, whatever their starting point.
Our thematic curriculum utilises cross-curricular links wherever possible under a broad theme to ensure that the learning is exciting, has a clear context and embodies what we know about cognition and memory. Our curriculum rigorously focuses on the essential skills of English, Maths and Digital Literacy, while aiming to develop a love of learning and nurture any, and all talents, including music, sport and the arts. A wide range of cultural experiences (including, music performances, theatre, museum and gallery visits, places of worship and the Houses of Parliament) are woven into our curriculum to enrich and enhance learning experiences and to help ‘engender an appreciation of human creativity and achievement’.
Through our curriculum we seek to teach how and why (as well as what) and through our Kingham Learning Skills and our Values-based approach, students develop a range of thinking and life skills as well as a strong moral compass, and an appreciation of diversity. Our intention is to cultivate great communicators and critical thinkers who can independently question and analyse information they receive, articulate their thoughts confidently and provide a school where students are responsible and confident with a desire to make a difference globally and locally. A school which develops collaborative, enterprising learners who are creative and well-placed to enjoy future success in education, the workplace and life.
Blessed with beautiful grounds and an extensive forest our active, outdoor curriculum develops an interest in the great outdoors and a respect for and appreciation of the natural world.
Our curriculum overviews (see below) show the learning units undertaken each term from Early Years through to Year 6. The units are specifically designed to ensure there is a clear progression in knowledge, content and skills learning across the school, based on the National Curriculum.
Overviews:
English Coverage and Core Texts
Our learning environment and our curriculum outcomes provide an opportunity for children to showcase their learning with parents and other groups.
Our Personal Social, Health and Citizenship Education (PSHCE) aims to provide students with the skills, knowledge, attitudes and values they need to lead confident, healthy and independent lives. It helps them to understand how they are developing personally and socially and addresses some of the issues that are part of growing up. Through PSHCE, we teach students about how to have healthy and successful relationships with friends and family and how to look after themselves and others.
All schools are required to teach Religious Education. The school follows the Oxfordshire Agreed Syllabus for Religious Education and children learn about and from the six major world religions for an hour each week.
Right to withdraw from Religious Education
In accordance with the Education Act 1996, parents have the right to request that their child be withdrawn from all or part of Religious Education.
Parents who wish to exercise this right should contact the Headteacher in writing to discuss the request.
The school offers specialist Music tuition each week from external specialist teachers as a part of the normal school timetable.
Schools are also required to promote Spiritual, Moral, Social and Cultural development. This includes promoting the British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
For more information on our vision for each subject and the progression of skills within each subject, please click on the links below:
Everyone has an opinion about homework: for some parents, no matter how much homework is set, it is never enough. For others, a small assignment can cause significant stress at home. Our policy outlines the amount and type of homework your child can expect as they progress through our school. Read our Homework Policy here.
Kingham provides a Values-based curriculum. This means that we promote and teach a set of values to our pupils that will ensure they develop the skills to be good citizens in the future. We support our curriculum with a set of principles (values) that are woven into teaching and learning in order to develop improved social and emotional skills that will positively affect behaviour.
“Why do we behave the way we do? What is it that drives us to give to charity or to help children to develop as happy, stable people? It is our values that determine our thinking and our behaviour. They are the principles, standards or life stances that act as guides to our behaviour. They are our beliefs about what is worthwhile, the ideals for which we strive. They are the standards by which particular beliefs and actions are judged to be good or desirable. They help us make decisions and evaluate the actions of others.”
(Dr Neil Hawkes)
There are 11 Values that we teach. Each month we lead a special values assembly, teachers also explicitly teach the ‘Value of the Month’ in PSHE lessons. Wherever possible the value of the month is taught in other areas of the curriculum. Most importantly, adults in the school ensure that we are role-models for each of the values.
Teaching children values improves pupils’ self-esteem, improves their behaviour and raises standards of learning even higher.
Kingham Learning Skills are ways of thinking and learning that are associated with advanced cognitive performance. Learning to think in advanced ways is critical to future success in an uncertain world. Teaching our children Learning Skills enables them to make sense of information, create new thoughts and know how to approach complex ideas.
There are 5 Learning Skills that are taught at appropriate ages within the Kingham Curriculum.
Physical Education (PE) helps pupils stay physically active, develop interests in different types of physical activity, build teamwork and other social skills, and improve focus and academic performance.
We will provide remote education if groups of children, classes or the whole school are required to remain at home. This is consistent with national expectations set by the Department for Education.
We will send information to parents and carers about the first few days of remote education. We will also clearly state when our full remote education offer will be available and will endeavour to move to our full offer as quickly as possible.
Our full remote education offer includes daily activities in English and Mathematics, with other subjects being offered on a timetabled approach. We aim to cover the same subjects during the week that would be taught in class but there might be some limitations due to the nature of learning at home. Not all subjects are taught every week in school and the remote education will reflect this. For instance, History and Geography are sometimes taught in different half terms depending on the topic.
We will deliver a range of other activities including assemblies and other school events. We will also hold feedback and catch-up sessions with older students and offer sign-ups for phone calls for younger children and their parents.
Examples of our remote education approaches include:
For children in Reception we will provide an outline of activities for the following day. This will include a daily phonics lesson and a range of other activities to be undertaken throughout the day.
A weekly outline of activities will be shared with children in Years 1-6. This will include daily Maths and English lessons and another session for other subjects.
We try to ensure there are live lessons with the class teacher at least once a day, although this will be more frequent with the older classes. There will also be independent activities and tasks for children to complete.
We expect children of statutory school age to engage with remote education every day. Including remote teaching and independent work this will take children in Key Stage 1 about 3 hours a day and about 4 hours a day for those in Key Stage 2. These figures are an average across these groups, and we recognise that individual children will complete activities at different rates.
We use SeeSaw for Nursery and Reception years and Google Classroom for Years 1-6. Information about how to access these sites has been either provided to students or parents. If you or your child cannot find login details, please contact us immediately.
Our children in Years 1-6 should be familiar with Google Classroom from lessons within school. Assignments can be submitted through Google Classroom. We also make use of a wide number of other online platforms to support individual subjects. Links to these will be placed on Google Classroom.
If there are difficulties accessing online learning, parents and carers should contact the school office or arrange to discuss this with the class teacher. We will work with parents to support access to remote learning, including providing equipment if possible. If students are still unable to access online learning, the parent may request printed materials and the school will discuss alternative methods of submitting work.
If children require support from their teacher, they may post questions onto Google Classroom and teachers will be available from 9.00am – 3.00pm to answer them. Parents can also email the teacher during the same hours if they require any support.
We recognise that organising home learning can be challenging. We have designed our offer so that it can be flexibly organised around the needs of each individual home.
We ask that:
We will closely monitor the engagement of all students and will contact parents if work is regularly not completed so that we can support parents with any difficulties. Teachers will also keep a daily register of engagement. If a child has not engaged for a number of days, the school will follow its safeguarding procedures.
The school expects teachers to record all lessons for safeguarding reasons. Recordings are held confidentially and not shared outside of school.
Regular feedback is given either in writing or verbally during lessons. Feedback can take many forms and may not always mean extensive written comments for individual children. We will use a mix of different approaches to giving feedback including some marked assignments in Years 1-6, some group or class feedback, and sometimes verbal feedback.
Telephone calls are available if required for parents to discuss learning with members of staff.
We recognise that some students, for example those with special educational needs and disabilities, may not be able to access remote education without support from adults at home.
Our teachers and SENDCo (Special Educational Needs and Disabilities Co-ordinator) will work with individual families to support their child’s learning at home. In such cases, remote education may be personalised according to need, including differentiated work, physical resources, regular phone calls with a member of staff, or sessions with a Teaching Assistant. Children may be encouraged to study in school if restrictions allow.
The SENDCo works closely with external agencies, such as the ASD Outreach Service and the Speech and Language team, to identify if it is appropriate to offer remote therapy and support.
We will also provide support for remote education where individual children need to self-isolate but the majority of their peer group remains in school. In this case, activities will closely relate to what the rest of the class are studying at school. This may include occasionally streaming a class lesson so that a self-isolating child can join in with their classmates. The teacher will communicate with the child or the family regularly to ensure they are safe and well, that they are accessing the remote education, that tasks are being completed and to offer regular feedback.
Specific details of teaching and learning activities and objectives are provided to parents and carers each term and are available on request.
Full information about the Early Years Foundation Stage statutory framework and the National Curriculum is available from the Government web site.
Instilling a love of reading is a priority at our school. We are passionate about developing a love of reading and an enjoyment of writing. We believe that reading is fundamental and ensure that as well as developing a love of reading, achieve great results through a rigorous approach to teaching phonics and word recognition, extending vocabulary and providing reading opportunities across the entire curriculum.
Our passion for reading is further enriched through our involvement in the Chipping Norton Literary Festival, the Oxfordshire Annual Book Awards, frequent author visits to the school, trips to the Story Museum and our very own book week!
Books are a focus throughout our curriculum, providing an opportunity to not only broaden pupils’ knowledge and understanding, but also the opportunity to escape to another world. From Nursery through to Year 6, we use carefully selected, high-quality texts that link with our termly topics ensuring that Kingham pupils experience reading a broad range of genres, authors and poetry to inspire students to develop language skills, write creatively and enjoy all that books have to offer to us. Our lunchtime book club, allows an opportunity for pupils to further demonstrate their love of reading with like-minded pupils, reading, discussing, and reviewing texts.
Special Educational Needs and Disabilities, or SEND, refers to a child or young person with a learning difficulty or disability that calls for special educational provision to be made for them. This may mean they have significantly greater difficulty in learning than the majority of others of the same age or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age. These pages set out information about our provision for children and young people with special educational needs and disabilities (SEND). This information is updated annually.
About our school
Kingham Primary School provides for children and young people with a wide range of special educational needs:
Our Special Educational Needs co-ordinator (SENDCo) is: Mrs Leigh-Anne Smith. Our SENDCo can be contacted initially through the school office by telephone or mail using the contact details on the school website.
Our school governor with responsibility for SEND is: Mr David Salter. The SEND governor regularly meets with the SENDCo and reports back to the full governing body.
How do we identify and give extra help to children and young people with SEND?
The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’.
The guidance sets out:
How we review progress and agree outcomes and involve parents and children in this.
How do we work with parents and children/young people?
We will always contact parents if we have a concern that a child or young person may have a special educational need.
We work closely with children and young people with SEND, and their parents, to agree outcomes and how we will all work towards these, and then to review progress.
All pupils on our SEND register will have a personalised ‘My Plan’ outlining the school’s intended strategies and interventions to achieve the necessary learning outcomes.
Adapting the curriculum
We offer a broad and balanced curriculum for all children and ensure that the curriculum remains as ambitious for those with SEND. Details are published on the school website. The way we adapt this for children with SEND is set out in the School Accessibility Plan which outlines: how we increase the extent to which disabled pupils can participate in the curriculum; how we improve the physical environment to enable disabled pupils to take better advantage of the education and facilities we provide; how we improve the availability of accessible information to disabled pupils.
The support available will vary depending on the needs of the child, but could include:
What expertise can we offer?
Our SENDCo has several years’ experience as a teacher and school leader. She has been trained in many aspects of SEND and is looking to train for the SENDCo qualification.
All staff receive regular SEND training.
We also have access to a range of specialist support services including:
Information about these services and what they offer can be found on the Oxfordshire County Council SEN web pages.
We always discuss the involvement of specialist SEN services with parents first.
We also work with other services and organisations that are involved with a family, with the family’s permission.
How do we know if SEND provision is effective?
We evaluate the effectiveness of provision for pupils with SEND by:
How are children and young people with SEND helped to access activities outside of the classroom?
All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trips
All pupils are encouraged to take part in Sports Days, House tournaments, assemblies, productions and enrichment workshops.
No pupil is ever excluded from taking part in these activities because of their SEN or disability and we talk to parents and children when planning activities and trips so that everyone is clear about what will happen.
There is information about activities and events for disabled children and those with SEN in Oxfordshire in the Family Information Directory.
Oxfordshire’s accessibility strategy can be found on this link.
What do we do to support the well-being of children/young people with SEND?
All children have the opportunity to share their views through their school council representatives and pupil questionnaires
We listen to the views of children/young people with SEN by holding termly meetings prior to setting targets in their ‘My Plan’
We take bullying very seriously. We help to prevent bullying of children/young people with SEND by proactive education about bullying and rigorous sanctions if it occurs.
Joining the school and moving on
We encourage all new children to visit the school before starting. For children with SEND we recommend a pre-visit to the school before their admission date.
Who to contact
Any concerns about a child should be discussed in the first instance with their class teacher. If issues remain unresolved, then the matter should be referred to the Special Educational Needs and Disability Coordinator (SENDCo). The SENDCo at Kingham Primary School is Mrs Leigh-Anne Smith. The SENDCo can be contacted initially through the school office by telephone or mail using the contact details on the school web site.
The school governor with responsibility for SEND is Mr David Salter. The SEND governor regularly meets with the SENDCo and reports back to the full governing body.
If a parent would like impartial advice and support from Oxfordshire’s SENDIAS (SEND information advice and support service) then please click on this link
If you’d like to know more about opportunities for children and young people with SEND and their families, support groups or information about SEND, these are listed in the Family Information Directory:
Oxfordshire’s Local SEND Offer also contains lots of information for parents.
If you have a complaint about SEND provision in our school this should be addressed initially with the child’s classteacher or if necessary the SENDCo and then the Headteacher. If you are still not happy with the response you can make a formal complaint. Please see our Complaints Policy for further details.
Reviewed by Governing Body April 2025
Kingham Primary School aims to provide a safe learning environment for the children in its care and asks for the assistance of parents and carers in supporting this.
Kingham Primary School follows the Oxfordshire County Council policy on Child Protection and Safeguarding:
Child Protection and Safeguarding Policy
We have a zero tolerance approach to harassment of any kind – it is never accepted.
Staff agree to:
• teach children about values and relationships
• challenge inappropriate behaviour (even if it appears minor)
• make clear that sexual violence and sexual harassment is not acceptable
• not tolerate or dismiss sexual violence or sexual harassment as “banter”, “part of growing
up”, “just having a laugh” or “boys being boys”
Advice for parents from Kidscape
The NSPCC Helpline provides support to pupils who have experienced abuse at school and parents and teachers who are concerned about sexual abuse in education settings.
For advice and support, contact their dedicated helpline. It is free, and you do not have to say who you are.
0800 136 663
help@nspcc.org.uk
If you have an immediate safeguarding concern about a child, please contact MASH (Multi-Agency Safeguarding Hub) on : 0345 0507666 or call 999 / 101
If you or someone you know is currently experiencing or has experienced abuse from a partner, ex-partner or family member in Oxfordshire contact:
Gloucestershire Domestic abuse helpline 01452 726570 9am to 5pm, weekdays
‘The aim of RSE is to give young people the information they need to help them to develop healthy, nurturing relationships of all kinds, not just intimate relationships. It should enable them to know what a healthy relationship looks like and what makes a good friend, a good colleague and a successful marriage or other type of committed relationship.’ (DfE Guidance, p. 25)
Our RSE curriculum is part of our Personal, Social and Health Education. It equips children and young people with the information, skills and values they need to have safe, respectful and enjoyable relationships and empowers them to take responsibility for their health and well-being.
This policy was produced in consultation with our staff, board of governors, pupils and parents.
Statement of Behaviour Principles
Introduction
A statement of behaviour principles, written by Governors, is required by all maintained schools. These principles guide our Behaviour Policy and procedures at Kingham. Practical applications of these principles are the responsibility of the Headteacher.
At Kingham Primary school we seek to create an inspirational, ambitious and kind ethos where children feel safe and where good behaviour is encouraged and rewarded.
The school behaviour policy applies at all times in school hours. Our policy may also apply when students are outside of school e.g. when in uniform, just before and after the school day or incidences of cyberbullying.
We aim to:
We believe that:
Reviewed January 2026
Kingham Primary School publishes information to demonstrate how it is complying with legal equality requirements as a public sector equality duty.
The Equality Act 2010 protects people from discrimination on the basis of ‘protected characteristics’ and introduced the public sector equality duty, which requires schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives.
The headteacher monitors the school population profile with respect to certain characteristics, including gender, ethnic background, first languages, religions and beliefs, and special educational needs and disabilities. The Equality Act defines disability as when a person has a physical or mental impairment which has a substantial and long-term adverse effect on that person’s ability to carry out normal day to day activities. The school maintains confidential records for attendance, behaviour, accidents, welfare, safeguarding and any prejudice related incidents. The school also monitors the educational progress and attainment of children. This information is analysed and reported on to governors to avoid discrimination, ensure equality of opportunity and foster good relations across all groups.
The governors regularly review school policies, procedures and practices to ensure that they comply with the requirements of relevant legislation. Further information is provided in the relevant school policies.
Published information is reviewed annually and equality objectives are reviewed at least once every four years.
The school has a duty to have due regard to:
These objectives apply to all aspects of the school and members of the school community, including developing policies, making decisions, delivering services and employing people.
While relatively few children at the school currently come from minority ethnic backgrounds, their needs are taken into account and they are offered every equality of opportunity irrespective of race, religion or belief. School leaders and staff are also aware of the need for an active approach to multicultural teaching and learning with consideration for many different cultures and beliefs.
Children are encouraged to participate fully in all school activities and have equality of opportunities irrespective of gender or identity. The school also actively seeks to avoid sex or gender stereotypes, promotes a culture of acceptance and will not tolerate bullying, harassment or marginalisation.
The school has policies covering special educational needs and disability, as well as children with socially disadvantaged backgrounds, and looked after children. The school works closely with parents and carers to ensure that children with particular needs and vulnerable children are suitably supported in their teaching and learning at school and at home.
The school extends its principles of equality to all those using the school facilities and aims to accommodate their particular needs. People with protected characteristics are particularly encouraged to participate in the work of the school. The school building is considered accessible and accessibility requirements are considered in all aspects of policy and planning. The school web site is designed to be accessible to assistive technologies. While the school seeks to use online services where possible, information is also available and can be provided in paper form on request.
Like all employers, the school is legally obliged to provide equality of opportunity to all current and prospective employees. This also extends to school governors. The school ensures that its policies, procedures and practices do not discriminate against any people with protected characteristics, including age, disability, race, religion, sex, sexual orientation, gender, pregnancy and maternity. Best practice processes are applied to the recruitment and advancement of staff to ensure equality of opportunity.
The Equality Act 2010 protects people from discrimination on the basis of protected characteristics. Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment. In order to ensure that all pupils are protected from discrimination, the school collects information on protected characteristics and other information.
It may be possible to identify individuals from the information provided when the number of pupils with a particular characteristic is low and the information is sensitive personal information. In these cases we have indicated this by an asterisk*.
| 2024 | 2025 | 2026 | |||
| Number of pupils on roll at school | 244 | 231 | 243 | ||
| Age of pupils | 3 to11 | 3 to 11 | 3 to 11 | ||
| Gender of pupils Male Female |
52.1% 47.9% |
53.4% 46.6% |
52.3% 47.7% |
||
| Pupils eligible of Free School Meals (FSM) | 8.3% | 7.5% | 3.7% | ||
| Pupils eligible for Pupil Premium | 8.3% | 7.5% | 3.7% | ||
| Pupils with Special Educational Needs and Disabilities (SEND) | 7.5% | 10.8% | 13.99% | ||
| Looked after Children | * | * | * | ||
| Pupils with English as an additional language (EAL) | 4.9% | 5.62% | 4.12% | ||
| Ethnicity of pupils: White British Any Other Asian Background Any Other Mixed Background White and Black African White and Asian White and Black Caribbean Any Other White Background Black – African White and Black Caribbean Not specified / Refused |
90.2% 0% 2.5% 2.1% 1.3% – 2.9% 0.5% 0% 0.5% |
88.32% 0.43% 5.63% 2.16% 1.3% – 0% 0% 1.73% 0.43% |
90.1% – 2.5% 0.41% 0.82% 0.82% 3.74% 0.41% 0.82% 0.41% |
Reviewed by governing body – April 2026
The governors have a key role and responsibility in ensuring the success of the school and that children have the opportunity to achieve their full potential at Kingham Primary School.
As volunteers who have been elected or appointed by the governing body on the basis of the contribution they can make to the effective governance of the school, the governors collectively represent the parents, staff, community and the local authority.
The constitution of the governing body and terms of office are determined by an official instrument of government.
The governing board at Kingham Primary School comprises two parent governors, one local authority governor, one staff governor, one head teacher and four co-opted governors. Additional non-voting associate members may also be appointed as required.
The governors meet regularly with the Headteacher to review priorities, policies and performance.
The three core functions of the governing body are: to ensure clarity of vision, ethos and strategic direction; to hold the Headteacher to account for educational performance; and to oversee the financial performance of the school.
Some functions may be delegated to committees that meet separately: Performance and Standards; Premises; Pay; and Finance. The terms of reference for each committee are agreed by the governing body. The governors may also establish working parties to achieve particular objectives.
Information about the current members of the governing body and its committees, including appointment dates and terms of office, are published on the school web site.
Any governance roles in other educational institutions, relevant business and financial interests, or material interests arising from relationships between governors or school staff are declared and published under the declaration of interests.
Governors are expected to attend all formal meetings and a register of attendance is maintained, including the previous academic year.
All formal meetings are minuted and these records, redacted where necessary for reasons of confidentiality, are published on the school web site.
Our Committees work behind the scenes to ensure that money is well spent and regularly benchmark ourselves against other schools. Information about how our school allocates resources compared to other schools can be found here: Gov.uk – Schools Financial Benchmarking.
The Annual Report provides information about the role of the governors, their responsibilities and strategic priorities.
It is a statutory requirement to publish the following financial information:
The pupil premium, which was introduced in 2011, gives schools extra funding to raise the attainment of disadvantaged pupils from reception to year 11 and close any gap between them and their peers.
Schools receive additional funding each year for each primary-aged child registered as eligible for free school meals at any point in the last six years.
Pupil premium funding and spending
The school receives additional funding to improve the provision of physical education and sport in primary schools. Schools must use this to make additional and sustainable improvements to the quality of physical education and sport that they they offer. This means they should use this funding to develop or add to the physical education and sport activities offered or to build capacity to ensure improvements will benefit children joining the school in future years.
PE and sport premium funding and spending
This information can be found within our governance section
Kingham Primary School believes that all our children should have an equal opportunity to benefit from school activities and visits (curricular and extra curricular) independent of their parents’ financial means. This charging and remissions policy describes how we will do our best to ensure a good range of visits and activities is offered and try to minimise the financial barriers which may prevent some children from taking full advantage of the opportunities.
The 1996 Education Act requires all schools to have a policy on charging and remissions for school activities, which will be kept under regular review.
The policy identifies activities for which:
Separately from the matter of charging, schools may always seek voluntary contributions in order to offer a wide variety of experiences to children. All requests for voluntary contributions will emphasise their voluntary nature and the fact that pupils of parents who do not make such contributions will be treated no differently from those who have.
The law says:
*If a pupil fails, without good reason, to meet any examination requirement for a syllabus a charge may / will be made.
It is the policy of Kingham Primary School that charges will (or may) be made as indicated below. Parental agreement will be obtained before a charge is made.
Non-residential activities other than those listed above which take place outside school hours but only if the majority of the time spent on that activity takes place outside school hours (time spent on travel counts in this calculation if the travel itself occurs during school hours).
When any visit is arranged, parents will be notified of the policy for allocating places. Charges will be made for the board and lodging component of residential trips deemed to take place during school time. The charge will not exceed the actual cost. However pupils whose parents are in receipt of certain benefits (see Remissions below) will be exempt from paying the cost of board and lodging.
If the number of school sessions on a residential trip is equal to or greater than 50% of the number of half days spent on the trip it is deemed to have taken place during school hours (even if some activities take place late in the evening). Whatever the starting and finishing times of the school day, regulations require that the school day is divided into 2 sessions. A ‘half day’ means any period of 12 hours ending with noon or midnight on any day.
Music tuition for individuals or groups of up to four pupils to play a musical instrument or to sing and which is not an essential part of either the National Curriculum or a public examination syllabus for all pupils.
Charges will be made to cover the cost, or a proportion of the costs, for teaching staff employed to provide tuition in playing a musical instrument or singing, where the tuition is an optional extra for an individual pupil or groups of up to four pupils.
When any trip is arranged parents will be notified of the policy for allocating places. This should recognize that parents may not be able to pay quickly and may have to budget for the trip over a reasonable period of time.
Charges may be made for optional activities that are known as ‘Optional Extras’. Any charges made will not exceed the actual cost (per pupil) of provision.
Charges will/may be made for any materials, books, instruments, or equipment, where a parent wishes their child to own them, such as a charge to cover the cost of the clay for a clay model.
In order to remove financial barriers from disadvantaged pupils, the governing body has agreed that some activities and visits where charges can legally be made will be offered at no charge or a reduced charge to parents in particular circumstances. This remissions policy sets out the circumstances in which charges will be waived.
If remission or help is available in relation to a particular charge it is indicated in the right hand column of the table above. Children entitled to Free School Meals will qualify for remission.
The governing body recognises its responsibility to ensure that the offer of activities and educational visits does not place an unnecessary burden on family finances. To this end we will try to adhere to the following guidelines:
Kingham Primary School encourages feedback from parents and carers. We are always learning to be our best. The headteacher welcomes opinions from parents and is generally available on the playground at the start and end of the school day, or otherwise by appointment through the school office.
An annual survey also provides an opportunity to provide formal feedback, together with comments on strengths of the school and any areas for possible improvement. A summary of the responses is shared with staff and governors. Any areas that require further investigation are acted on and these are reported over the following year. Actions and responses to specific comments are included below.
Previous year’s figures in brackets
| 47 responses (79 responses) |
Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree |
| My child enjoys coming to school | 61.7% (53.2%) | 27.7% (39.2%) | 4.3% (6.3%) | 6.4% (0) |
0 (1.3%) |
| My child is safe at school | 57.4% (60.8%) | 38.3% 39.2%) | 0 (0) |
0 (0) |
4.3% (0) |
| The school understands and responds to my child’s needs | 27.7% (38%) |
61.7% (51.9%) | 6.4% (10.1%) | 4.3% (0) |
0 (0) |
| My child is taught well at school | 38.3%(41.8%) | 51.1% (53.2%) | 8.5% (5.1%) | 2.1% (0) |
0 (0) |
| My child is making good progress | 42.6%(40.5%) | 42.6% (48.1%) | 8.5% (11.4%) | 4.3% (0) |
2.1% (0) |
| My child is encouraged to work hard and do their best | 48.0%(46.8%) | 44.7.% (50.6%) | 4.3% (2.5%) | 2.1% (0) |
0 (0) |
| My child receives an appropriate amount of homework for their age | 27.7% (30.4%) |
46.8% (45.6%) | 14.9% (17.7%) | 6.4% (5.1%) | 4.3% (1.3%) |
| My child enjoys the range of extra-curricular activities that school provides | 25.5% (24.1%) | 44.7.% (53.2%) | 23.4% (15.2%) | 6.4% (7.6%) | 0 (0) |
| The school communicates with me effectively about my child’s progress | 29.8% (24.1%) |
40.4% (49.4%) | 19.1% (17.7%) | 6.4% (8.9%) | 4.3% (0) |
| The school communicates with me effectively about how to support my child’s learning | 25.5% (20.3%) | 44.7% (57%) | 17% (17.7%) | 8.5% (5.1%) | 4.3% (0) |
| The school communicates with me effectively about school events and activities | 42.6% (45.6%) | 53.2% (49.4%) | 2.1% (3.8%) | 0 (0) |
2.1% (1.3%) |
| The school seeks my views and listens to my concerns | 21.3% (24.1%) | 55.3% (46.8%) | 14.9% (26.6%) | 0 (2.5%) |
8.5% (0) |
| There is a good standard of behaviour at Kingham Primary school | 55.3% (45.6%) | 38.3% (43%) | 6.4% (11.4) |
0 (0) |
0 (0) |
| The school deals with any incidents of bullying effectively | 25.5% (20.3%) |
40.4% (48.1%) | 25.5% (30.4%) | 4.3% (1.3%) | 4.3% (0) |
| The school is welcoming and there are opportunities to get involved | 46.8% (48.1%) | 44.7% (46.8%) | 4.3% (5.1%) | 0 (0) |
4.3% (0) |
| I think the school is well led and managed | 57.4% (51.9%) | 27.7% (41.8%) | 8.5% (6.3%) | 2.1% (0) |
4.3% (0) |
| School encourages my child to lead a healthy lifestyle | 34% (26.6%) | 42.6% (50.6%) | 19.1% (16.5%) | 4.3% (5.4%) | 0% (1.3%) |
| School encourages my child to respect children from other backgrounds | 44.7% (39.2%) | 48.9% (53.2%) | 4.3% (7.6%) | 2.1% (0) |
0 (0) |
| My child is encouraged to positively contribute to the wider community | 31.9% (32.9%) |
51.1% (41.8%) | 17% (24.1%) | 0 (1.3%) |
0 (0) |
| I would recommend Kingham Primary School to another family | 93.6% Yes (98.7% Yes) | 0 (0) |
6.4% No (1.3% No) | ||
| My child is sufficiently stretched and challenged in their school work | 29.8% (27.8%) | 44.7% (45.6%) | 12.8% (20.3%) | 8.5% (6.3%) | 4.3% (0) |
| The school has high expectations for my child | 36.2% (34.2%) | 51.1% (45.6%) | 8.5% (19%) | 2.1% (1.3%) |
2.1% (0) |
| There is a good range of subjects available to my child at this school | 31.9% (36.7%) | 59.6% (51.9%) | 8.5% (10.1%) | 0 (1.3%) |
0 (0) |
| My child is taught about values and how to be a good citizen | 42.6% (40.5%) | 48.9% (53.2%) | 4.3% (6.3%) | 4.3% (0) |
0 (0) |
| This school is a friendly and pleasant place to visit | 59.6% (57%) | 31.9% (40.5%) | 4.3% (2.5%) | 4.3% (0) |
0 (0) |
| My child has SEND, and the school gives them the support they need to succeed (1 response) | 0 (71.4%) |
100% (14.3%) | 0 (14.3%) |
0 (0) |
0 (0) |
We thank you for your helpful and constructive comments. Below is a representative selection of comments from the many we received:
New separate survey this year. No previous results.
| 17 responses | Strongly agree | Agree | Neutral | Disagree | Strongly disagree |
| My child enjoys coming to this setting | 58.8% | 35.3% | 5.9% | 0 | 0 |
| My child is well taught at this setting | 47.1% | 47.1% | 5.9% | 0 | 0 |
| The learning experiences my child has at this setting are at the right level for them | 41.2% | 41.2% | 17.6% | 0 | 0 |
| My child is making good progress at this setting | 41.2% | 35.3% | 23.5% | 0 | 0 |
| The setting has high expectations for my child | 23.5% | 35.3% | 41.2% | 0 | 0 |
| My child’s learning and development is well supported by the staff in the setting | 35.3% | 58.8% | 5.9% | 0 | 0 |
| My child is safe at this setting | 47.1% | 52.9% | 0 | 0 | 0 |
| The setting understands and responds to my child’s needs | 29.4% | 70.6% | 0 | 0 | 0 |
| I feel the staff really know my child as an individual | 29.4% | 58.8% | 11.8% | 0 | 0 |
| Staff listen to my child and treat them fairly and with respect | 35.3% | 47.1% | 17.6% | 0 | 0 |
| My child’s behaviour is managed effectively | 29.4% | 52.9% | 11.8% | 5.9% | 0 |
| The setting helps my child to feel confident | 41.2% | 47.1% | 11.8% | 0 | 0 |
| The setting supports my child’s emotional wellbeing | 35.3% | 52.9% | 11.8% | 0 | 0 |
| The setting encourages children to treat others kindly and with respect | 29.4% | 64.7% | 5.9% | 0 | 0 |
| The setting encourages my child to respect children from other backgrounds | 41.2% | 41.2% | 17.6% | 0 | 0 |
| My child is encouraged to be healthy and to be physically active | 41.2% | 41.2% | 17.6% | 0 | 0 |
| My child was well-supported as they started at the setting or transitioned between classes | 47.1% | 41.2% | 11.8% | 0 | 0 |
| The setting gives me ideas on how to support my child’s learning at home | 29.4% | 41.2% | 17.6% | 11.8% | 0 |
| I feel comfortable approaching the setting with questions, suggestions or concerns | 41.2% | 41.2% | 17.6% | 0 | 0 |
| I would recommend Kingham Primary School to another family | 100% Yes | 0 | 0% No | ||
| The school communicates with me effectively aboiut events and activities | 35.3% | 58.8% | 0 | 0 | 5.9% |
| The school is welcoming and there are opportunities to get involved | 35.3% | 58.8% | 5.9% | 0 | 0 |
| The school is a pleasant place to visit | 41.2% | 52.9% | 5.9% | 0 | 0 |
| I think Kingham Primary School is well led and managed | 41.2% | 52.9% | 5.9% | 0 | 0 |
| Overall I am satisfied with the setting | 52.9% | 47.1% | 0 | 0 | 0 |
| My child has SEND and the school gives them the support they need to succeed (1 reply) | 0 | 100% | 0 | 0 | 0 |
If you have a concern or complaint about any aspect of your experience with Kingham Primary School you should arrange to discuss the matter with the relevant member of staff as soon as possible. This will generally be the class teacher. An appointment can be made to discuss any issues that you wish to raise. If you feel that your concern has not been resolved, then you may speak with or write to the headteacher. This also applies to any concerns about the provision of support for children with special educational needs. This informal approach is almost always the quickest and most effective way of addressing your concerns. It is also helpful to identify what actions might resolve an issue.
Our school aims to meet its statutory obligations when responding to complaints from parents of pupils at the school, and others.
When responding to complaints, we aim to:
· Be impartial and non-adversarial
· Facilitate a full and fair investigation by an independent person or panel, where necessary
· Address all the points at issue and provide an effective and prompt response
· Respect complainants’ desire for confidentiality
· Treat complainants with respect and courtesy
· Make sure that any decisions we make are lawful, rational, reasonable, fair and proportionate, in line with the principles of administrative law
· Keep complainants informed of the progress of the complaints process
· Consider how the complaint can feed into school improvement evaluation processes
We try to resolve concerns or complaints by informal means wherever possible. Where this is not possible, formal procedures will be followed.
The school will aim to give the complainant the opportunity to complete the complaints procedure in full.
Throughout the process, we will be sensitive to the needs of all parties involved, and make any reasonable adjustments needed to accommodate individuals.
If you are not satisfied with the response of the headteacher you should write stating your complaint to the Chair of Governors or the Clerk of the Governing Body at the school address. The governors are responsible for overseeing the management of the school and for ensuring that appropriate processes are in operation. The Chair of Governors will endeavour to seek a satisfactory resolution of the issue, either through mediation or if necessary a formal complaints panel hearing.
Further information about how formal complaints will be handled and the complaints panel process is provided in the school Complaints Policy.
Paper copies of any of the information on the Kingham Primary School web site are also available on request for collection from the school office.
Mrs Harriet Gallimore
Office Manager
contact@kingham.oxon.sch.uk
Tel: 01608 658366
Kingham Primary School
The Green
Kingham
CHIPPING NORTON
Oxfordshire
OX7 6YD