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Handbook

School

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.

Location

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.

Kingham Primary School location

Kingham

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.

Kingham Primary School context

Tour

This brief video tour was produced by Zack, a former pupil at Kingham Primary School, who now attends Kingham Hill.

Terms

Term dates 2023 – 2024

TermStartEnd
Summer term 2024Monday 15 AprilFriday 24 May
Tuesday 4 JuneWednesday 24 July

INSET DAYS (School Closed):

  • Monday 3 June 2024

Term dates 2024 – 2025

TermStartEnd
Autumn term 2024Wednesday 4 SeptemberFriday 25 October
Tuesday 5 NovemberFriday 20 December
Spring term 2025Tuesday 7 JanuaryFriday 14 February
Monday 24 FebruaryFriday 4 April
Summer term 2025Tuesday 22 AprilFriday 23 May
Tuesday 3 JuneTuesday 22 July

INSET DAYS (School Closed):

  • Monday 2 September
  • Tuesday 3 September
  • Monday 4 November
  • Monday 6 January
  • Monday 2 June

        Term dates 2025 – 2026

        TermStartEnd
        Autumn term 2025Wednesday 3 SeptemberFriday 24 October
        Tuesday 4 NovemberFriday 19 December
        Spring term 2026Tuesday 6 JanuaryFriday 13 February
        Monday 23 FebruaryFriday 27 March
        Summer term 2026Monday 13 AprilFriday 22 May
        Tuesday 2 JuneMonday 20 July

        INSET DAYS (School Closed):

        • Monday 1 September 2025
        • Tuesday 2 September 2025
        • Monday 3 November 2025
        • Monday 5 January 2026
        • Monday 1 June 2026

        Transport

        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.

        Kingham Village Car Park

        A school bus operates for those children that require this service.

        Bakers coach

        Further information about travel assistance is available in the Oxfordshire Home to School Travel and Transport Policy.

        www.oxfordshire.gov.uk

        Day

        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.

        Outdoor classroom
        Outdoor classroom

        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.

        Attendance

        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:

        Absence Request Form

        School Attendance Policy

        Lunches

        School lunch

        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.

        Packed lunch

        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

        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 until May 2024

        School menu from June 2024

        Free school meals

        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.

        Paid meals

        There is a charge of £2.55 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.

        Allergies

        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.

        Uniform

        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.

        Options

        • White or navy polo shirt or white formal school shirt
        • Navy sweatshirt or cardigan (preferably with school logo)
        • Navy or dark grey skirt
        • Dark grey trousers, or shorts (for summer)
        • Navy gingham dress (for summer)
        • Navy or black shoes
        • Navy or dark grey tights
        • White, black or navy socks
        Kingham Primary School cardigan and sweatshirt

        Daily items

        Kingham Primary School book bag and back pack
        • Book bag, including provided school diary and books
        • Water bottle, clearly labelled with name of child
        • Labelled lunch box for those taking packed lunches
        • Art smock or old shirt for art and craft work
        • Wellies for outdoor learning in Nursery or Reception classes
        • PE bag, including sports kit
        • Suitable hat and coat for cold weather or sun hat for summer

        Sports

        Indoor

        Kingham Primary School PE bag and T-shirt
        • Gold T-shirt (preferably with school logo)
        • Navy shorts
        • Plimsolls (for Years 1-2)

        Outdoor

        Kingham Primary School fleece and PE T-shirt
        • Warm tracksuit top and bottom
        • Trainers
        • Spare socks
        • Gum shield (for hockey)
        • Shin pads (for football)

        Hair styling

        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

        Make up/nail polish is not allowed to be worn in school

        Jewellery

        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.

        Labelling

        All items of clothing, including shoes, hats and coats must be clearly labelled with the name of the child.

        Purchasing

        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

        01451 822823

        Wreal Sports | Embroidery/Print for Workwear, Schoolwear & Sportswear

        Pre-Loved Uniform

        Kingham Primary School uniform logos

        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

        Photography

        Photography on school premises requires specific permission. The school permits parents and carers to take images of their children at official school events for their own private use and requests that any such images identifying other children are not shared online or on social media.

        Staff and other authorised individuals may record images of children to document their work or achievements. Written consent is required from parents or carers to permit the use of personally identifiable images of children and their work on the school web site and in other media.

        Social media

        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.

        Fundraising

        Kingham Primary School Association

        The Kingham Primary School Association is a registered charity run by parents that manages fundraising activities for the school.

        KPSA Summer Party

        The KPSA has raised thousands of pounds for the school, most recently for the outdoor classroom and a well-stocked library.

        Outdoor classroom
        Kingham Primary School library

        Through its fundraising events for the school, the KPSA also provides social activities that bring together parents, children and the wider community.

        All parents and carers of children enrolled at Kingham Primary School are members of the KPSA and are entitled to vote and take part in elections for committee posts.

        To register for KPSA newsletters and for further details about social events and fundraising throughout the year please see the separate KPSA web site.

        www.pta-events.co.uk/kpsa/

        Partnership

        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.

        Places

        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.

        Kingham Primary School library

        Contact school office

        Nursery places

        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.

        Nursery places

        Reception places

        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.

        Later years

        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

        Video tour

        Admissions

        People

        Kingham Primary School has a highly dedicated staff committed to ensuring that every child is valued and feels confident and secure.

        Mr Nicholas Prockter
        Mr Nicholas Prockter, Headteacher

        Click on the image below to watch staff talk about working at Kingham Primary School

        .

        Headteacher

        Mr Nicholas Prockter

        Mr N Prockter

        I became Headteacher of Kingham Primary School at the start of 2021, returning to England with my wife and two sons.

        I was previously Head of Lower School at the prestigious Harrow International School in Bangkok, Thailand, nearly 800 children from nursery through primary school age. Offering an exceptional education to children from 18 months to 18 years, it is the largest of the international schools associated with the renowned Harrow School in London, which was founded in 1572.

        Before moving to Thailand with my family in 2014, I was Executive Headteacher at a large state primary school in South East London for nine years, leading its transformation from an underperforming school with falling numbers to be recognised as outstanding in all areas, expanding it over two sites with over 800 children.

        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.

        Directory

        Clubs

        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

        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.

        Contact school office

        Afternoon

        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.

        Contact school office

        Activities

        After school extra-curricular activities are supported by a combination of teaching assistants, specialist staff, and parent volunteers.

        Sports Day

        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.

        Contact school office

        Early Years

        Nursery and Reception

        Our EYFS Vision

        Through positive relationships, enabling environments and an engaging curriculum we aim to provide our youngest learners with a strong foundation to their school journey, embed a lifelong love of learning whilst providing them with magical experiences and memories.

        We aim to provide an environment where children can develop as learners and feel safe, happy and confident to express themselves. An environment, both indoors and out, that is stimulating and encourages the children to pursue their curiosity and become independent learners. We understand that every child is unique and celebrate the diversity this brings to our Early Years classrooms creating a supportive and inclusive community and helping the children to develop wonderful friendships.

        We provide an ambitious, broad and balanced curriculum that builds on the pupils’ interests and on-going learning and provide inspirational experiences that reflect the needs of individual children. We aim to offer a range of activities and opportunities, whilst building and embedding the skills and knowledge needed to succeed within the Early Years Foundation Stage.

        We foster strong links with the child’s home and welcome parents’ support in their child’s learning journey. Not only does this ensure that the introduction to school life is smooth and happy, but also enables a team approach when preparing children for each new step in their learning journey, including the step into KS1.

        With a nurturing approach, embedded in a deep understanding of the needs of our pupils we aim to provide a chance for Kingham’s youngest learners to develop their talents and knowledge so they can flourish and grow.

        Nursery

        The Nursery class at Kingham Primary School is part of our Early Years Foundation Stage Unit. Places are offered for children from the age of three, subject to availability.

        Our Nursery provides appropriate activities and purposeful play for younger children suitable for their age and individual needs. If offers a nurturing environment to develop happy, healthy children and inspire a lifelong love of learning. The nursery enables a smooth transition into the Reception class for those children that subsequently receive places in the school.

        Reception

        The Reception class at Kingham Primary School is part of our Early Years Foundation Stage Unit. Oxfordshire residents who would like their child to join us in Reception should apply for a space through the Oxfordshire admissions process.

        Parent Guide to the EYFS

        50 Things to Do Before You’re Five

        Facilities

        Our EYFS classes are based in the purpose-built facility at Kingham Primary School that was specifically designed as an integrated Early Years Foundation Stage Unit.

        The Nursery and the Reception classes are separate, although they share some facilities and outside space.

        Children in both classes have shared access to the secure outside play area. Children can also take advantage of other amenities, such as the outdoor classroom and school field, at times when they are not in other use.

        As part of the school, children in the EYFS are subject to the statutory safeguarding policies designed to ensure their welfare and wellbeing.

        Both classrooms include dedicated age-appropriate toilet and washing facilities.

        Staffing

        The Nursery class is led by a qualified teacher with appropriate experience for this age group, supported by at least one suitably qualified teaching assistant.

        Miss Jenkinson

        The staff to child ratio will be no higher than 1:13, which is consistent with similar nursery classes elsewhere and the relevant legal requirements and statutory standards. In practice, the ratio will generally be lower than this, depending on the number of children enrolled and the sessions that are taken.

        Nursery staff

        Mrs S Arthurs

        Teaching Assistant

        Ms. Kim Beard

        Joint EYFS Lead, Teacher

        Mrs P Dowling

        Teaching Assistant

        Ms R Merry

        Teaching Assistant

        Sessions

        The nursery offers morning and afternoon sessions every weekday during school term time, subject to availability.

          Mon Tue Wed Thu Fri
        8.45-12.00 AM AM AM AM AM
        12.00-13.00 Lunch Lunch Lunch Lunch Lunch
        12.00-15.15 PM PM PM PM PM

        These sessions run from 08.45 until 12.00 for a morning session and from 12.00 until 15.15 for an afternoon session. There is the option of adding a lunch hour to a morning session.

        Children staying in the nursery class through the day or arriving for the afternoon session can bring an appropriate packed lunch. A cooked lunch is also available. This is charged for in line with the school lunch rates. Lunch will be eaten in the nursery.

        No two days are ever the same and the nursery offers a packed programme of activities. Each day also has a specific theme. PE is on a Monday. Arts and Crafts are on a Tuesday. Baking is on Wednesday. Thursday is a Forest School. Friday is all about Fine Motor Fun!

        The nursery has plenty of toys and games, and a wonderful outside play area with spectacular rural views.

        Fees

        Funded hours

        Under the government childcare scheme, the school offers up to 15 hours a week of funded nursery provision free of charge, from the term after the child’s third birthday until they start school in the reception class or reach the age of compulsory education.

        Working parents may also be eligible for up to 30 hours a week for three and four year-old children. Up to 15 hours a week of this may be used at Kingham Primary School, as long as the child is not at more than two sites in one day. Parents may also use extended hours to stretch childcare outside term time with other providers.

        Forest school

        Additional sessions

        Parents of any child with a place in the nursery may elect to pay for additional sessions, subject to availability, at the rate of £6.50 per hour, up to a total of 30 hours a week, including the free entitlement. . There is no requirement to purchase extra hours in order to receive the entitlement of 15 free hours.

        Fees will be invoiced one half term in advance, with booking for any individual sessions invoiced as they are booked.

        Places

        Up to 52 nursery places are available. The actual number depends on how many sessions are taken by each child entitled to a place. There is a maximum of 26 children in any single session.

        Nursery places are offered to children from the term after their third birthday. There are three admissions per year.

        Term Start Application deadline
        Autumn At the start of the school year in September
        Spring At the restart of school after the Christmas break
        Summer At the restart of school after the Easter break

        Places for new admissions are offered in line with local authority admissions policy, subject to availability, by application to the Headteacher of the school, through the school office.

        The school will endeavour to accommodate the needs of parents but will not be able to guarantee the availability of particular patterns of sessions.

        Rising 3 in the Nursery Class

        Kingham Nursery class is happy to offer an opportunity for our younger children to start to explore their early education specifically targeted to support their transition into Nursery.

        From your child’s 3rd birthday, we can offer childcare and a rising 3 place at Nursery, where there is an availability of spaces. Where a place is available, your child would be offered a paid place and efforts would be made to secure you your preferred sessions. We require you to book a minimum of two full days/ 12 hours per week to secure a Rising 3 place.

        Applications for places, bookings for nursery sessions and more information about Rising 3 childcare places can be made through the school office.

        Contact school office

        School places

        A place in the nursery will not guarantee a place in the school and attendance at the nursery is not necessary to receive a place in the school. Even if a child is in the Nursery class, places in the Reception class of the school will still be subject to application through the local authority in line with its admission policy.

        Information

        This section contains information that all web sites for maintained schools in England must publish online.

        School web site requirements

        Vision

        Our Vision is ambitious but simple:

        A truly exceptional education for our next generation

        Mission

        Our stated Mission is:

        • To provide magical experiences, friendships and memories;
        • To develop the talents, skills and knowledge needed to excel in all that we do and thrive in a rapidly changing world;
        • To be a supportive and inclusive community, where we care for ourselves, each other, and our environment.

        Values

        Underpinning our Vision and Mission are three core values. We aim to be:

        • Inspirational
        • Ambitious
        • Kind

        Constantly striving to improve, at Kingham Primary School we are:

        Always learning to be our best 

        Admissions

        Kingham Primary School follows the school admission rules of the local authority, Oxfordshire County Council.

        Places

        Nursery

        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.

        Nursery places

        Reception and later years

        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.

        Admission criteria

        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.

        Designated area

        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

        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.

        Appealing for a school place

        You may appeal for a school place if you have not been successful in your application.

        Appeals information

        Further information

        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.

        www.oxfordshire.gov.uk

        Performance

        Kingham Primary School is recognised by Ofsted as ‘Outstanding’. Ofsted is the national inspection and regulation authority for services that care for children and young people, and services providing education and skills for learners of all ages.

        The latest inspection reports can be viewed on the Ofsted web site.

        Kingham Primary School – Ofsted report

        2023 Results

        End of Key Stage 2

        Kingham pupils meeting expected standard or above
        (National results 2023)
        Kingham pupils exceeding expected standard
        (National results 2023)
        Progress score from KS1*
        Reading 90% (73%) 67% (29%) +6.1
        Writing
        (teacher- assessed)
        73% (71%) 43% (13%) +2.9
        Spelling, Punctuation & Grammar 93% (72%) 63% (30%) n/a
        Maths 93% (73%) 63% (24%) +3.4
        Reading, Writing & Maths 73% (59%) 27% (8%) n/a

        * A positive progress score indicates good progress made since Key Stage 1; a negative score indicates low average progress.

        Key Stage 1 Assessment Summary (end of Year 2)

        Teacher-assessed
        cohort of 29 pupils
        Expected standard: School Expected standard: National Exceeding standard: School (2022) Exceeding standard: National (2022)
        Reading 79% 68% 5% 18%
        Writing 59% 60% 0% 8%
        Maths 79% 70% 0% 15%

        Year 2 Phonics Screening Check

        Pupils meeting expected standard:
        School
        Pupils meeting expected standard:
        National
        97% 89%

        Year 1 Phonics Screening Check

        Pupils meeting expected standard:
        School
        Pupils meeting expected standard:
        National
        83% 79%

        End of Early Years Foundation Stage

        Area of Learning Pupils meeting expected standard: School Pupils meeting expected standard: National (2022)
        Communication & Language 87% 80%
        Physical Development 93% 85%
        Personal, Social & Emotional Development 97% 83%
        Literacy 83% 68%
        Mathematics 87% 76%
        Understanding of the World 90% 80%
        Expressive Arts & Design 97% 85%
        Prime Areas 86% 74%
        Good Level of Development 83% 65%
        Expected level across all ELGs 83% 63%
        Average number of ELGs at expected per child 15.6 14.1

        Statistics

        Further comparative school performance tables and statistical data about the school (2022) are available on the Government school performance web site.

        Kingham Primary School – Performance report

        Curriculum

        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.

        Curriculum Vision

        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.

        Curriculum Overview

        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:

        Early Years Curriculum

        Year 1 Curriculum

        Year 2 Curriculum

        Year 3 Curriculum

        Year 4 Curriculum

        Year 5 Curriculum

        Year 6 Curriculum

        English Coverage and Core Texts

        English – Reading Curriculum

        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.

        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.

        Subject Areas

        For more information on our vision for each subject and the progression of skills within each subject, please click on the links below:

        Homework

        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.

        Values-Based Education

        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

        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

        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.

        • In Year 1 upwards, pupils participate in high-quality PE lessons twice a week covering two different sports and skills per term.
        • Through our partnership with CNPS(Chipping Norton Sports Partnership), we are supported to deliver high quality PE lessons to all KS1 and KS2 classes.
        • We also have a high quality sports provision during playtimes and lunchtimes.
        • Pupils are taught a wide range of different sports, skills and activities including hockey, basketball, dance, volleyball and football. All lessons centre on encouraging children to recognise and achieve their personal best.
        • Pupils are taught positive School Games values, such as respect, teamwork, honesty, passion, self-belief and determination.
        • Children participate in a wide range of competitions and festivals both inside and outside of school through our house system and our link with the Chipping Norton Sports Partnership.
        • Older classes participate in the Golden Mile on a daily basis to help pupils keep active throughout the school day and meet the 30 minutes of physical activity recommended by the DfE.
        • Through our links with the local community, we aim to enrich the curriculum further through after-school clubs and sign-posting local sports clubs and activities in our weekly bulletin
        • Swimming is an important subject to us, and we aim for all our children to be able to swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively and perform a safe self-rescue in different water-based situations by the time they leave us in Year 6. Last year 83% of our pupils were able to achieve this.

        Remote education

        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.

        Coverage

        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:

        • Live or recorded online lessons from school teachers
        • Recorded teaching, such as White Rose or Oak National Academy
        • Google Classroom chat where students can message teachers to ask questions or clarify concepts
        • Textbooks and reading books that students have at home 
        • Other web sites supporting the teaching of specific subjects or areas, including video clips or sequences.

        Timetable

        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.

        Access

        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.

        Support

        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:

        • Parents set out a clear timetable for children and that they aim to keep the start time as close as possible to the usual start of learning in school (about 9.15am)
        • Children are dressed smartly (preferably in school uniform)
        • Children use their real names and keep their camera on for all sessions so that teachers can communicate effectively with them
        • Children and parents do not video or photograph lessons that are taking place.

        Monitoring

        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.

        Feedback

        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.

        Particular needs

        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.

        Individual cases

        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.

        Further information

        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.

        www.gov.uk

        We Love Reading!

        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.

        Book Recommendations

        Nursery recommended reads

        Reception recommended reads

        Year 1 recommended reads

        Year 2 recommended reads

        Year 3 recommended reads

        Year 4 recommended reads

        Year 5 recommended reads

        Year 6 recommended reads

        Kingham Reading Curriculum Overview

        Special Educational Needs and Disabilities

        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 including those with:

        • – this includes children who have speech language and communication difficulties including autistic spectrum conditions.
        • this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.
        • this includes children who have visual or hearing needs, or a physical disability that affects their learning.

        Our Special Educational Needs co-ordinator (SENDCo) is: Miss Roisin Welby. 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 young people including 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:

        • use of individual, pair and small group activities to teach specific skills
        • access to suitable individual or small group intervention programmes
        • models, images and multisensory resources to promote understanding
        • any adaptations needed to the physical environment to help with access to learning.

        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:

        • Educational Psychology
        • SENSS, who support children with communication and language, sensory needs and physical needs
        • Behaviour Support
        • Child and Adolescent Mental Health Services (CAMHS)
        • Oxfordshire School Inclusion Team
        • Therapy services
        • Early Intervention
        • Children’s Social Care

        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:

        • Reviewing pupils’ individual progress towards their goals each term
        • Reviewing the impact of interventions each term
        • Using pupil questionnaires
        • Monitoring by the SENDCo
        • Holding annual reviews for pupils with EHC plans

        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 Miss Roisin Welby. 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 January 2024

         

        Safeguarding

        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.

        Policy

        Kingham Primary School follows the Oxfordshire County Council policy on Child Protection and Safeguarding:

        Child Protection and Safeguarding Policy

        Sexual Violence and Sexual Harassment

        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

        NSPCC Helpline

        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

        Relationships

        Relationships and sex education

        ‘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.

        RSE Policy

        PSHE Curriculum Map

        Behaviour

        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:

        • Create an environment which encourages and reinforces good behaviour as much as possible
        • Ensure that all pupils, staff and visitors are free from any form of discrimination and policies reflect the duties of the Equality Act 2010
        • Establish clear guidelines and rules, based on respect, common sense and safety, by which the school will operate
        • Establish a clear and consistent system of rewards and sanctions to promote good behaviour, and when necessary, dealing with poor behaviour choices.
        • Ensure that the school’s expectations and strategies are widely known and understood
        • Ensure that every child understands they all have the right to feel safe, valued and respected, and learn, free from the disruption of others.

        We believe that:

        • All children, staff and visitors have the right to feel safe in our school and that procedures should consider the requirements of the Education Act 2002 in relation to safeguarding and promoting the welfare of children  
        • A positive partnership with parents and carers is crucial to building trust and developing a shared goal of high behavioural expectations. Parents/carers are encouraged to come and discuss any worries with the class teacher or relevant staff at an early stage 
        • The atmosphere and ethos in our school is key. The way that adults speak to pupils (and about pupils), and the way that adults allow pupils to speak to each other, directly impacts on the self-esteem, confidence and motivation that a pupil has, which in turn impacts on a pupil’s behaviour 
        • Proactively dealing with behaviour issues before they occur e.g. by planning high-quality, motivating lessons, by consistent use of praise around the school and by establishing a high quality learning environment ensures that incidences of poor conduct are minimised  
        • The decision to use physical intervention and/or reasonable force will be based on individual circumstances and the professional judgement of staff. 
        • Abusive or threatening behaviour will not be tolerated in any circumstances. 
        • Suspension and expulsion are last resort measures and only used in the case of a serious breach or persistent breaches of our Behaviour Policy

        Reviewed May 2023

        Equality

        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.

        Equality duties

        The school has a duty to have due regard to:

        • eliminate unlawful discrimination, harassment, victimisation and any other prohibited conduct
        • advance equality of opportunity for people with one or more protected characteristics
        • foster good relations between those who share a protected characteristic and others

        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.

        Children

        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.

        Parents, carers and visitors

        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.

        Employees and governors

        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.

        Equality information

        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*.

        2022 2023 2024
        Number of pupils on roll at school 236 244 231
        Age of pupils 3 to 11 3 to11 3 to 11
        Gender of pupils
        Male
        Female
        54.2%
        45.8%
        52.1%
        47.9%
        53.4%
        46.6%
        Pupils eligible of Free School Meals (FSM) 5.5% 8.3% 7.5%
        Pupils eligible for Pupil Premium 5.0% 8.3% 7.5%
        Pupils with Special Educational Needs and Disabilities (SEND) 7.5% 7.5% 10.8%
        Looked after Children * * *
        Pupils with English as an additional language (EAL) 3.4% 4.9% 5.62%
        Ethnicity of pupils:
        White British
        Any Other Asian Background         
        Any Other Mixed Background        
        White and Black African                                                           
        White and Asian                                 
        Any Other White Background               
        Black – African    
           White and Black Caribbean                                          
        Not specified / Refused
        90.7%
        0.4%
        2.1%
        2.1%
        0.9%
        1.7%
        0.9%
        0%
        1.3%
        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%

        Equality objectives

        • To promote cultural development and understanding through a rich range of experiences both in and beyond the school, with particular reference to issues of equality and diversity.
        • To keep children safe from prejudiced based bullying in relation to the protected characteristics listed in the Equality Act 2010.
        • To review levels of parental and pupil engagement in learning and school life, across all activities to ensure equity and fairness in access and engagement.
        • To monitor and analyse pupil progress and attainment by race, gender and disability and act upon any trends or patterns in data that require additional support for pupils.

        Reviewed by governing body – January 2024

        Governance

        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.

        Governing body

        Mr Chris Davies

        Chair of Governors, Parent Governor
        Committees: Resources

        Mr Jeremy Joiner

        Local Authority Governor
        Committees: Headteacher Performance; Pay; Resources
        Jones M

        Mrs Melanie Jones

        Chair of P&S Comittee, Co-opted Governor
        Committees: Performance & Standards
        Mr Nicholas Prockter

        Mr N Prockter

        Headteacher
        Committees: Pay; Performance & Standards; Resources

        Miss J Ralf

        Staff Governor, Teacher
        Committees: Performance & Standards

        Rev David Salter

        Co-opted Governor
        Committees: Complaints; Headteacher Performance; Pay; Performance & Standards

        Mrs Ellie Walker

        Parent Governor
        Committees: Resources

        Mrs Lisa Warne

        Co-opted Governor, Vice Chair of Governors
        Committees: Performance & Standards

        Mr Christopher Wheeler

        Chair of Resources Committee, Co-opted Governor
        Committees: Resources

        Pupil/PE Premium

        Pupil premium

        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

        PE and sport premium

        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

        Covid-19 recovery premium

        The school has received funding (including the Covid-19 Recovery Premium) as part of the government’s package to support education recovery. The Recovery Premium provides additional funding for state-funded schools. Building on the pupil premium, this funding will help schools to deliver support for disadvantaged pupils.

        Covid-19 recovery premium

        Charging

        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:

        • voluntary contributions may be requested
        • charges will not be made
        • charges may be made
        • charges may be waived

        Voluntary contributions

        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 the activity cannot be funded without voluntary contributions the parents will be notified of this from the outset.
        • No child will be excluded from an activity because parents are unable to pay.
        • If insufficient contributions are raised, the trip or activity may have to be cancelled.
        • If a parent is unwilling or unable to pay their child will be given an equal chance to go on the visit.

        Non chargeable items

        • An admission application to any maintained school
        • Education provided during school hours (including the supply of any materials, books, instruments or other equipment)
        • Education provided outside school hours if it is part of the National Curriculum, or part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school, or part of the school’s basic curriculum for religious education
        • Tuition for pupils learning to play musical instruments (or singing) if the tuition is required as part of the National Curriculum, or part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school
        • Entry for a prescribed public examination, if the pupil has been prepared for it at the school *
        • Examination re-sit(s)* if the pupil is being prepared for the re-sit(s) at the school
        • Education provided on any trip that takes place during school hours
        • Education provided on any trip that takes place outside school hours
          • If it is part of the National Curriculum, or
          • Part of a syllabus for a prescribed public examination that the pupil is being prepared for at school, or
          • Is part of the school’s basis curriculum for religious education
        •  
        • Supply teachers to cover for those teachers who are absent from school accompanying pupils on a residential trip
        • Transport provided in connection with an educational visit.

        *If a pupil fails, without good reason, to meet any examination requirement for a syllabus a charge may / will be made.

        Chargeable items

        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.

        Activities outside school hours

        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).

        Residential activities

        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

        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.

        Trips

        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.

        Optional Extras

        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.

        Remissions

        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.

        Families qualifying for remission or help with charges

        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.

        Additional considerations

        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:

        • Where possible we shall publish a list of visits (and their approximate cost) at the beginning of the school year so that parents can plan ahead
        • We have established a system for parents to pay in instalments
        • When an opportunity for a trip arises at short notice it will be possible to arrange to pay by instalments beyond the date of the trip
        • We acknowledge that offering opportunities on a ‘first pay, first served’ basis discriminates against pupils from families on lower incomes and we will avoid that method of selection.

        Feedback

        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.

        Survey results

        Years 1-6 November 2023

        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:

        Areas of strength

        • Extremely welcoming and friendly environment, caring, and a real want to help each child receive the best start to their education  
        • Values, reading encouragement, PE, music  
        • Sports, values, staff will happily help you 
        • Good wide range of facilities, very friendly and encouraging atmosphere
        • It is a friendly, well-run school, where children evidently enjoy their time and ultimately flourish.  
        • High standard of teaching and expectations combined with small, friendly community with children playing across years. So inclusive, welcoming and accommodating of children with additional special needs that you forget that they have them. 
        • Leadership, Teaching Team, Facilities, Grounds, Communication. Fantastic PTA. Kingham Primary School is outstanding and we are thrilled our child is there.  
        • Core subjects are taught well, behaviour in our experience has always been exceptional, and the school are good at creating a welcoming and positive atmosphere.  
        • They are very good at praising achievement both academically and for extracurricular activities. There is a good sense of community. There are some brilliant teachers at the school. All staff are very approachable. 
        • High academic expectations that the pupils live up to, some excellent teachers, excellent opportunities e.g. Yr. 6 Shakespeare  
        • Leadership – both staff and pupils 
        • Great work and we can see continuing improvement in many areas – thank you.
        • We have been extremely happy with Kingham Primary for the last 5 years. We have seen it improve and it just seems to get better and better. Thank you for all your hard work, constant attention and support.
        • My child loves coming to school every day.
        • Amazing Headmaster. Amazing Deupty. Love ‘Star of the Week’ and the way you include parents in this.
        • Thank you for providing a great primary school where children thrive!

          Areas for improvement

          • More after school club options or other classes that go on until 5pm eg: cookery, sewing and perhaps learning about looking after money for the older years? Yoga?! We’d love to. We struggle to find providers for more clubs due to our location.
          • Communication but has got much better. 
          • More parent evenings during the year and probably a report about the child’s learning at the end of each term.  We will think about more parents’ evenings, but more written reports are not an option. Teachers are already working excessive hours and would have to drop somehting else to find time to write additional reports.
          • Communication to parents before end of year reports. If the children are falling behind the parents should be made aware before the end of year reports when it’s too late to make any changes.  Agree. We are so sorry this happened – it shouldn’t have.
          • Challenging the higher ability and not forgetting about the middle ability children. Better communication prior to the start of a new school year instead of getting information one week in.  
          • Looking at each child’s ability as an individual & realising when they are more capable than you think. We try to do our best. Please do come to speak to us if we can help more with this.
          • Provide more support to teachers who have challenging children in class. When disruptive children are talking through lessons, what are teacher’s options?  We do this.
          • More sports/outdoor exercise during the day would be good. Healthier meal options at lunch (not just the veggie options) a bit more variety (beyond pizza chips and baked potatoes!) would be welcome.
          • Possibly more facilities, an art studio?  
          • More rigorous and frequent homework tasks for KS2; increased communication regarding targeted support for more able/ high achievers.  Although there is little evidence that rigorous and frequent homework raises standards at primary school, we are looking to make homework more consistent across year groups.
          • I think it would be really helpful if on PE days the children went in and spent the entire day in PE kit to save time getting changed and dressed again. PE seems to not be happening as often as I think it should maybe a speedier process could help squeeze more PE into the days.  
          • It would be really helpful if the school offered a drop off service from 8:35 in the morning to save having to scramble for a car parking space and I’m sure it would help eliminate some of the dangerous parking on pavements across driveways, on road corners.  
          • Head girl/boy is a wonderful opportunity, but a pity only 2 children benefit from that. Could the selection process choose 3 girls and 3 boys who could do 1 term each? A good idea. We would like more students to have such opportunities in the future and will consider this option next year.
          • I don’t like the new emphasis on responsibility on the children. I agree with children having some responsibility but I don’t agree with the amount of titles being given to children. I also don’t agree that interviewing children this young is a good idea, they have no idea what to expect from an interview and if they feel they have done badly at this or ‘failed’ this may give them negative feelings about interviews later, an application form outlining all their best features and achievements is much more appropriate at this age. I also don’t think the dynamic in the playground is good now that children have a responsibility to supervise other children in a titled role.  Interviews are ever so gentle – a brief chat and a chance to improve children’s communication with real purpose. No one who interviewed for Prefect positions ‘failed’. We also think giving pupils responsibility is a really good thing.
          • We find that RE lessons curriculum is quite overloaded and sometimes goes into too much details which are unnecessary at this age, especially that RE will be taught later in the secondary school. The whole approach to teaching RE should be reviewed to make it engaging and age appropriate for children, rather than making RE lessons too complicated and overloaded. Also we would prefer to have less academic hours to be spent on RE lessons in favour of learning French, computing or other subjects. Religious Education must be taught in schools by law. We strictly follow the RE syllabus provided by Oxfordshire SCARE (Standing Advisory Council on Religious Education).
          • To provide more opportunities for a larger group of children rather than just the most talented to represent the school in sports etc. We do our best to ensure that every student represents the school by the end of Year 6.

          Nursery & Reception November 2023

          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

          We thank you for your helpful and constructive comments. Below is a representative selection of comments from the many we received:

          Areas of strength

            • Kind, caring and supportive 
            • Very friendly early years staff and excellent facilities   
            • Small enough for everyone to know each other. Experienced and/or conscientious teachers. 
            • I love the variety of activities that are available to the Nursery children. My daughter has loved every second. 
            • The outside space, the range of activities and the size of the school/nursery being small means staff get to know your child. 
            • Rural location and access to wildlife 
            • Brilliant transition from Nursery to Reception 
            • The outdoor space, friendly staff, sport and Forest School 
            • A dedicated leadership team; child-centred approach to learning; an engaging setting that is well used to support learning; strong classroom practitioners; excellent transition from Nursery to Reception. 
            • Overall a wonderful early years setting where all my children have been very happy. The teachers and assistants have been wonderful and nurturing. 
            • We are incredibly proud to send our children to Kingham Primary School. We are very grateful for the efforts of all staff to support our children in learning to be the best versions of themselves. 

              Areas for improvement

              • There are some areas outside in the play area which could be tided or even used by the children.  
              • Communication. The school only seems to communicate when it is fundraising and money-making events. Feel very out of the loop in knowing about my children’s progress and learning. I have to ask and prompt conversation. This relates to both early years and further in the school 
              • In Reception the more able children should be challenged more. We were told their focus was on getting all children up to a certain level but to the detriment of the more able children. More differentiation is needed for different abilities so all children can make excellent progress. 
              • Very happy as it is. 
              • Parking is an issue, maybe a staggered drop-off would help with this but I imagine could be difficult to manage. 
              • I can’t think of anything I’d do differently other than I wish it wasn’t so difficult to obtain places at after school clubs   
              • Communication with families about what their children are doing. Something like the tapestry app, so you can see weekly what the children have been doing, as I don’t get much info from my child!  
              • Maybe challenge them with further learning and more difficult topics  

              Complaints

              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.

              Formal complaints

              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.

              Copies

              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.

              Contact

              For all enquiries

              Mrs Harriet Gallimore
              Office Manager
              contact@kingham.oxon.sch.uk
              Tel: 01608 658366

              Address

              Kingham Primary School
              The Green
              Kingham
              CHIPPING NORTON
              Oxfordshire
              OX7 6YD