|Name||Bishop Perrin Church of England Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||30 May 2012|
|Address||Hospital Bridge Road, Twickenham, Middlesex, TW2 6LF|
|Religious Character||Church of England|
|Number of Pupils||210 (46% boys 54% girls)|
|Number of Pupils per Teacher||22.1|
|Local Authority||Richmond upon Thames|
|Percentage Free School Meals||6.9%|
|Percentage English is Not First Language||27.1%|
|Pupils with SEN Support||13.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a smaller than average-sized primary school. The Early Years Foundation Stage children are taught in a Reception class. Double the average proportions of pupils speak English as an additional language and are from minority ethnic groups. The proportion of pupils supported by school action plus or with a statement of special educational needs is below average. Fewer pupils than average are known to be eligible for free school meals. The school meets the current floor standard, whereby the government sets the minimum expectations for attainment and progress. A breakfast club is managed by the governing body and operates on each school day. A new senior team, comprising headteacher, deputy headteacher and advanced skills teacher, took up their appointments during the year following the previous inspection. On the morning of the first day of the inspection, the whole school took part in a Sports Day.
This is an outstanding school, consolidating its position since the previous inspection. The excellent teaching of a rich curriculum to highly motivated pupils leads to their outstanding achievement. Exemplary practice in the use of assessment data is evident but not yet fully consistent. Children get off to a flying start in Reception. Pupils make rapid progress throughout the school. Attainment is usually significantly above average by the end of Year 6, particularly in English. Successful initiatives have ensured that standards in mathematics have recovered from a dip noted in 2011, particularly for higher attaining boys. Pupils now apply their mathematical skills exceptionally well and are back on track to achieve a significantly high proportion of higher grades this year. Lessons are thoroughly engaging affairs, firing pupils’ imaginations and inspiring excellent independent learning. Teachers enable pupils to take control of their learning by encouraging them to think about how they will succeed in meeting their learning targets, but this is not consistently exploited. Teachers’ written marking often contains excellent guidance, but pupils are not always given time to respond to it, for instance by remedying errors. Pupils behave extremely well and are exceptionally keen and enthusiastic learners, a result of the school’s very strong promotion of pupils’ spiritual, moral, social and cultural development. Consequently, the care and consideration pupils show for others help to generate a warm, mutually supportive atmosphere in which their learning and development thrive. First-rate leadership at all levels, including the governing body, drives the school, underpins its success, and consolidates and improves teaching and learning. There are thorough checks on classroom performance and meticulous follow-up of points to improve. Well-focused staff training has enabled all managers to make a significant contribution to successful, carefully planned actions to refine and improve teaching and learning.