|Name||Avondale Park Primary School|
|Ofsted Inspection Rating||Good|
|Address||Sirdar Road, London, W11 4EE|
|Religious Character||Does Not Apply|
|Number of Pupils||355 (54.9% boys 45.1% girls)|
|Number of Pupils per Teacher||15.6|
|Local Authority||Kensington and Chelsea|
|Percentage Free School Meals||41.1%|
|Percentage English is Not First Language||69.9%|
|Pupils with SEN Support||15.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (27 September 2012)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Avondale Park is larger than the average primary school. Over two thirds of pupils are known to be eligible for support through Pupil Premium funding, and this proportion is higher than usual. Most pupils come from a wide range of minority ethnic heritages, and around two out of three speak English as an additional language. The proportion of pupils who are supported by school action plus or have a statement of special educational needs is higher than usual. The proportion of disabled pupils and those with special educational needs that are supported by school action is a little below average. More pupils leave or join the school part-way through their school career than is usual. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils learn well and make fast progress, particularly in Years 3 to 6, from starting points which are in many cases well below those typically found. By the time pupils leave the school their attainment in English and mathematics is in line with the national average. All groups do well, including pupils who speak English as an additional language, because : their needs are identified quickly and they are provided with effective support. Teaching and learning are good overall, and some teaching is outstanding, especially where expectations are very high and tasks are particularly stimulating. The school makes a very strong contribution towards promoting the pupils’ spiritual, moral, social and cultural development. Pupils from an unusually wide range of backgrounds get on extremely well together, because the school is highly inclusive. Pupils’ behaviour is exemplary. The school keeps them safe and gives them the skills to enable them to understand how to keep themselves safe. Attendance has improved and now is in line with the national average. Parents and carers report that communications are good between home and school. Leaders and managers, working closely with the governing body and the local authority, are ambitious, and have brought about improvements in pupils’ attainment and in the quality of teaching. It is not yet an outstanding school because: The learning and progress of pupils in Years 1 and 2, although good overall, are more variable than in Years 3 to 6, and attainment has not risen as sharply for these younger pupils in recent years as it has for the older pupils. Pupils’ writing skills lag slightly behind their skills in reading, because they do not always have enough opportunity to write at length in a range of topics.