Bigland Green Primary School

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About Bigland Green Primary School

Name Bigland Green Primary School
Ofsted Inspections
Headteacher Dr Abdul-Hayee Murshad
Address Bigland Street, Wapping, London, E1 2ND
Phone Number 02077027088
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 485
Local Authority Tower Hamlets
Highlights from Latest Inspection


Bigland Green Primary School continues to be an outstanding school.

What is it like to attend this school?

Pupils love to learn and are very happy at Bigland Green. Pupils and staff live by the school's values and ethos.

Bullying is very rare and dealt with immediately if it does occur. This is a school where pupils feel safe and are kept safe. There is a calm and orderly environment across the school.

The school promotes the high expectations of all pupils. The expectation is that pupils come to school, behave and enjoy learning. Pupils rise to one of the school's mission statements, 'aspire to inspire'.

The school has many wider curriculum and enrichment opportu...nities. This allows pupils to apply and extend their curiosity and imagination across all areas of the curriculum. Pupils have opportunities for learning about the wider world through residential trips, visits and inter-school competitions.

The whole school takes part in an annual Shakespeare festival, where all pupils perform.

Pupils take part in extra-curricular clubs like archery, art and STEM (Science, technology, engineering, and mathematics). Pupils are being prepared for their future learning and careers.

For example, in year 5 pupils take part in a project to learn about money management and enterprise. Pupils also develop leadership skills and take on roles of responsibility, such as play ambassadors and school council.

What does the school do well and what does it need to do better?

The school is sharply focused to improve the life chances of all pupils.

Leaders have developed a highly ambitious curriculum that matches and often exceeds what is expected nationally. The school is high achieving and forward thinking. Leaders have identified the key knowledge and skills they expect pupils to learn in all subjects.

Starting in the early years, the curriculum is well sequenced so that pupils build their knowledge over time. They are well placed to tackle more complex ideas as they move through the school. For example, in mathematics older pupils can solve multi-step problems because they have already secured their understanding of number and place value.

Similarly, in history, children in early years learn about past, present and future. This foundational knowledge helps older pupils to identify the cause and effects of different events. In physical education, pupils build their skills over time alongside developing their understanding of healthy competition and healthy living.

Teachers routinely check that pupils have understood what they have learned. This means any misconceptions are swiftly identified and corrected.

The reading curriculum is highly effective.

Staff have been well trained to implement the school's phonics programme. This begins as soon as children start school in the early years. Targeted keep-up sessions are provided so pupils who are falling behind, catch up quickly.

A positive culture of reading exists across the school. Pupils read widely and often. They enjoy visiting the school library and listening to stories.

This helps pupils to develop a real love of reading. Pupils speak with confidence and enthusiasm about their favourite books and authors.

The school is ambitious for pupils with special educational needs and/or disabilities (SEND).

Leaders are well trained and ensure that staff have the knowledge and skills to support pupils' additional needs. Pupils with SEND achieve well because learning is adapted effectively, and they continue to learn alongside their peers.

Behaviour is excellent.

Pupils are motivated to learn, there is no disruption to learning in lessons. Staff and pupils treat each other with respect. Leaders have effective systems in place to ensure pupils attend school regularly and on time.

Pupils' wider personal development is a real strength of this school. The curriculum is designed to help pupils to understand how to be active citizens. Staff provide exceptional support for all pupils so that they learn to stay physically and emotionally safe.

Pupils are taught to demonstrate positive attitudes, such as curiosity, challenge, resilience, teamwork, pace and balance.

School leaders have an accurate understanding of the school's strengths and priorities. They are united in their drive and ambition that all pupils are well prepared for the next stage of their education.

Governors are experienced and clearly understand their roles and responsibilities. They are particularly skilled at challenging leaders while equally offering a strong level of support to the school. Staff feel extremely well supported by governors and leaders.

They are proud to work at this school.


The arrangements for safeguarding are effective.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in 26 and 27 September 2017.

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