Kingsmoor Lower School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
Not Rated


Kingsmoor Close
Flitwick
Bedford
MK45 1EY
01525712448
Pupils
181
Ages
3 - 9
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(5/2/20)
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School Description

Pupils love attending Kingsmoor Lower School. They are keen to take part in the exciting learning activities their teachers provide, such as opportunities to make bulbs light up in science. They enjoy playing a wide range of breaktime games with their friends. Pupils conduct themselves well and the school is an orderly place. Pupils understand the school’s ‘good to be green’ behaviour system which reminds them to behave respectfully. They are not worried about bullying because staff sort out rare incidents well. Pupils feel safe at school. Pupils are proud to take on the ‘jobs’ which leaders offer, such as being part of the halltidying team, eco-warriors and road safety officers. Staff ensure that parents and carers feel welcome in the school. Parents appreciate senior leaders greeting pupils and their families every day at the school gate. Parents enjoy attending workshops about writing and mathematics, so they know how to help their children at home. Parents are typically complimentary about the school. They value belonging to a close and caring community. One parent’s comment on Parent View, Ofsted’s online questionnaire, echoes the views of many: ‘My child enjoys school, is nurtured and flourishing and feels safe.’ What does the school do well and what does it need to do better? Leaders are determined to provide Kingsmoor pupils with an exciting, varied curriculum. For example, memorable events such as talks by a range of visitors grab pupils’ interests and help them connect their learning, so they remember more. In most lessons, teachers’ skilfully planned activities enable pupils to learn things in the right order. Teachers’ strong knowledge across a range of subjects ensures that their explanations are clear. Their questions encourage pupils to think for themselves. For example, in a mathematics lesson, key stage 2 pupils used their previous knowledge of division to solve real-life mathematical problems. The teaching of reading is a priority. The school library and classrooms are well resourced and inviting. Teachers ensure that pupils develop a love of reading by providing interesting texts and reading a range of books aloud. Lessons in key stage 2 are especially effective in helping pupils build their reading skills. However, the teaching of reading is not as joined up across the early years and key stage 1 as in other subjects. Tasks are sometimes not challenging enough. Leaders have recently taken action to improve phonics teaching in the early years and key stage 1 but have not checked that this is working. As a result, they have not spotted that pupils need more practice in lessons to blend the sounds they know into words. Pupils work hard and want to do their best. They concentrate in lessons and do not disturb each other. They listen to their teachers and work well together. For example, in a science lesson, key stage 1 pupils helped each other to find out how well objects float and sink when salt is added to water. This cooperation was typical of that seen across the school throughout the inspection. Leaders are determined that pupils with special educational needs and/or disabilities (SEND) play a full part in the life of the school. They ensure that staff are well trained to meet pupils’ needs. Teachers are skilled in adapting pupils’ work so that they can learn alongside other pupils. Children in the early years are well prepared for learning in Year 1, especially in early mathematics. They get plenty of practice in using their number skills to solve simple problems, such as when adding numbers together. The orderly environment in both the Reception class and pre-school helps children flourish. Leaders ensure that pupils learn values which help them in their life at school and beyond, such as kindness and friendship. Pupils and staff are proud to live out these values. The school provides a wide range of experiences beyond the academic which especially benefits disadvantaged pupils. For example, visitors talk to pupils about their careers and interests, such as learning to play a musical instrument. There is a wide range of clubs on offer such as music and French clubs. Leaders have worked closely with parents to improve the attendance of pupils who are persistently absent. As a result, pupils come to school more regularly. Staff are proud to work at the school and feel well supported by leaders. They enjoy working as part of a strong team. Governors carry out their duties effectively. They work well with leaders to ensure that the school continues to improve.

Kingsmoor Lower School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0300 300 8037

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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