|Name||Alderwood Primary School|
|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||14 June 2016|
|Address||Rainham Close, Eltham, London, SE9 2JH|
|Religious Character||Does not apply|
|Number of Pupils||200 (49% boys 51% girls)|
|Number of Pupils per Teacher||14.8|
|Academy Sponsor||The Compass Partnership Of Schools|
|Percentage Free School Meals||37.4%|
|Percentage English is Not First Language||25.5%|
|Pupils with SEN Support||14.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
Alderwood is an average-sized primary school. The school joined The Compass Partnership of six local schools in September 2015. The proportion of disadvantaged pupils who are eligible for pupil premium funding is above average. This is additional government funding to support the achievement of those pupils who are known to be eligible for free school meals and those who are looked after by the local authority The majority of pupils come from a White British background and speak English as a first language. The proportion of pupils who have special educational needs or disability is above average. There have been significant changes to the membership of the leadership team, to the governing body and to the teaching staff since the previous inspection. The executive headteacher took up her post in September 2015. She shares her time between Alderwood and another local school. The two co-headteachers also took up their positions in September 2015. Children in the early years are taught in two part-time Nursery classes and one full-time Reception class. The school has a designated special provision for pupils diagnosed with autistic spectrum disorder. The school runs nurture group provision for pupils from schools in the local authority. The provision caters for pupils who are experiencing difficulties which impact on their behaviour for learning, their self-esteem or their ability to build appropriately positive relationships in the mainstream classroom. The school runs a breakfast and an after-school club. The school does not meet the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ outcomes at the end of Year 6 are too low. In 2015 pupils left the school with standards which were well below the national average in reading, writing and mathematics. Pupils made inadequate progress across key stage 2, which meant that they were not well prepared for the next stage of education. Overall outcomes at the end of the Reception Year are above average. However, the progress children make from their various starting points in the early years is variable. Boys make less progress than girls. Although improving rapidly, the quality of teaching, learning and assessment is variable. The progress pupils make is not consistently strong. There are gaps between the attainment of boys and girls across the school which leaders have not recognised or prioritised in improvement plans. The school has the following strengths Since September 2015, the new leadership team has taken swift and robust action to tackle inadequate achievement. As a result, the quality of teaching is improving rapidly. Middle leaders are developing their skills well and are adding to the good capacity for improvement. Under the leadership of the new chair of the governing body, governors now provide good support and challenge to school leaders. Results in the Year 1 phonics screening check have improved over recent years and are above the national average. Pupils behave well. They are safe and cared for well. Staff care about pupils and want to help them to be successful learners. As a result of good teaching, pupils make good progress in the designated special provision for those diagnosed with autistic spectrum disorder, and in the nurture provision.