Rudyard Kipling Primary School & Nursery
- Rudyard Kipling Primary School & Nursery
- Head: Mrs Joanne Smith
- T 01273 303328
- F 01273 304 597
- E [email protected]
- W www.rudyardkip…primary/kipling
- A state school for boys and girls aged from 2 to 11.
- Boarding: No
- Local authority: Brighton and Hove
- Pupils: 433
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 2
- Quality of teaching, learning and assessment Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 3rd May 2017
- 2 Full inspection 23rd May 2013
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Satisfactory on 9th October 2009
- Ofsted report: View the Ofsted report
What the parents say...
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Overall school performance (for comparison or review only)
Special Education Needs
Rudyard Kipling is a mainstream primary school and currently supports children with a range of special educational needs. We support children at the stages of school action and school action plus and those who have a statement of special educational need. Our current support includes that for children with literacy and numeracy difficulties, speech and language difficulties, milder sensory need, fine and gross motor difficulties, children with an autistic spectrum disorder including Asperger's, children on the dyslexic spectrum and those with a social, emotional and behavioural difficulty. We have recently become wheelchair accessible to children in Key Stage 2 (seven years and upwards). Class teachers from Nursery to Year 6 work closely with the special educational needs coordinator and parents in identifying and supporting special educational need. We aim to promote parent partnership in individual education plan target setting and offering consistency of support at home and at school. We work closely with a speech and language therapist and a speech and language support teacher. We liaise with Brighton and Hove's learning support service supporting children with more significant literacy difficulties. We also regularly liaise with an occupational therapist and physiotherapist, the autistic spectrum disorder support service, children and adolescent mental health service, school nurse and G.Ps. An educational psychologist supports our assessment and support for pupils where appropriate. Rudyard Kipling also houses a Special Facility accomodating eight pupils with a Statement for autistic spectrum disorder and related difficulties. This facility has a separate team comprising of a facility coordinator and learning support assistants working with the children in the facility rooms and supporting their integration into mainstream school life and mainstream classes, with levels of integration varied according to need.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year