ARK John Archer Primary Academy

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ARK John Archer Primary Academy

Name ARK John Archer Primary Academy
Ofsted Inspection Rating Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 28 November 2017
Address Plough Terrace, Battersea, London, SW11 2AA
Phone Number 02072281710
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 274 (52% boys 48% girls)
Number of Pupils per Teacher 16.7
Academy Sponsor Ark Schools
Local Authority Wandsworth
Percentage Free School Meals 44.9%
Percentage English is Not First Language 42%
Persisitent Absence 8.7%
Pupils with SEN Support 12%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. High View Primary School is larger than the average-sized primary school with Nursery provision. The school meets the government’s current floor standards, which are the minimum expectations for pupils by the end of Year 6. The proportion of pupils from minority ethnic groups is higher than average. Most pupils are of Black or Black British African backgrounds, with the next largest groups being Black British Caribbean and White British. The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of disadvantaged pupils supported through pupil premium funding is well above the national average. The proportion of pupils joining the school at times other than at the start of the year is higher than average. The proportion of pupils who speak English as an additional language is well above the national average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is average.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders at all levels are working to bring about improvements after a long period of instability, but the impact of their work is only just beginning to be evident as the pace of change has been slow. Pupils do not make consistently strong progress across year groups and subjects. Outcomes for pupils in key stage 2 require improvement. While the quality of teaching over time is improving, it remains too variable. As a result, pupils do not make consistently good progress across the school. Teachers and leaders do not use assessment well and, therefore, the needs of the most able pupils and pupils who have special educational needs (SEN) and/or disabilities are not always met. The curriculum is interesting and is beginning to secure good progress for pupils. However, pupils’ progress is variable across the wider curriculum and teachers do not routinely plan activities which challenge the most able pupils. Boys’ attainment in reading, writing and mathematics at key stage 1 is weaker than that of girls. Some of the interventions that are in place for pupils who have SEN and/or disabilities are not ensuring that these pupils make good progress. Additional adults do not consistently provide pupils with effective support and challenge. The quality of pupils’ writing is inconsistent. The school has the following strengths The headteacher, ably supported by her deputy headteacher, the leadership team and governors are committed to improving outcomes for pupils. Early years provision is a strength of the school. Effective leadership and teaching ensures that children are safe, well cared for and make good progress. Teachers, many of whom are new to the school, are committed to improving pupils’ progress. Good use of professional development opportunities is having a positive impact on the quality of teaching. Pupils are friendly, confident, polite and well behaved. They say they feel safe in school. Pupils are well motivated to learn.