|Name||Brindishe Green School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||03 October 2011|
|Address||Beacon Road, London, SE13 6EH|
|Religious Character||Does not apply|
|Number of Pupils||687 (52% boys 48% girls)|
|Number of Pupils per Teacher||17.6|
|Percentage Free School Meals||14.4%|
|Percentage English is Not First Language||49.8%|
|Pupils with SEN Support||14.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This school is larger than most primary schools and serves a diverse community. The proportion of pupils from minority ethnic backgrounds is well above average, as is the proportion who speak English as an additional language. A higher than average proportion of pupils have special educational needs and/or disabilities. The proportion of pupils who have a statement of special educational needs is below average. Higher than average proportions of pupils are known to be eligible for free school meals. The Early Years Foundation Stage consists of two Nursery classes and three Reception classes. The school has gained the Healthy Schools and Activemark awards. A privately run breakfast club and after-school club take place each day but did not form part of this inspection. The school is federated with Brindishe Lee Primary School. The same governing body is responsible for both schools.
Brindishe Green Primary School is a rapidly improving school and is now outstanding. This is because of the excellent leadership provided by both the executive headteacher and associate headteacher, who are ably supported by enthusiastic and hardworking senior staff, and the governing body. Exceptionally strong teamwork between the headteachers, staff and the governing body is a notable feature of leadership and management. The headteachers and senior staff understand the school’s strengths and weaknesses extremely well. Their evaluations are accurate and rigorous, and have led to significant improvements in provision and outcomes over the past three years. Senior staff are having a marked impact in improving progress and attainment in their areas of responsibility. One parent noted how improvements at the school have benefited pupils in the comment, `The school has improved significantly and it is clear that it has children’s educational needs in mind.’ Children get off to an excellent start in the Early Years Foundation Stage. This is built upon through the school, and pupils, including those with special educational needs and/or disabilities and those who speak English as an additional language, make excellent progress in line with their capabilities. This is because teaching is outstanding overall. Excellent care, guidance and support mean that pupils enjoy school, feel extremely safe, get on well together, lead very healthy lifestyles, behave well and play a very important part in enabling the school to run smoothly. Pupils are gaining an excellent understanding of cultural diversity both within their own community and globally. As one parent wrote, `I think the school is very good. Staff take care of my child just as much as I do.’ Pupils’ attainment at the end of Year 6 has risen sharply during the past three years and is now above average in English and high in mathematics. Although boys make similar rates of progress to girls, their attainment in English and mathematics is not currently as high as that of girls; however, this gap in attainment varies between different cohorts of pupils. And, at present, there is little difference in the performance of boys and girls across the school. There are no significant differences in achievement between pupils who are eligible for free school meals and those who are not. Relationships between pupils and adults are excellent, and this is a key feature of lessons. As a result, pupils try extremely hard to please staff. Teaching contains many strengths. Planning is outstanding because it is built upon pupils’ learning from the previous day. Technology is used very well by staff as a valuable aid to make teaching very clear to pupils. Very well-targeted feedback to pupils by teachers and teaching assistants during lessons is a key factor helping them make excellent progress. Marking generally provides excellent guidance for pupils about how to improve and opportunities are given for them to respond to suggestions made. However, in a small minority of lessons, these excellent features are not consistently present. The curriculum is innovative and meets pupils’ needs extremely well. It is enriched by a wide variety of visitors to the school and visits to places of interest. The links with the federated school are proving highly effective and are the main reason why improvements at the school have been so speedy. In addition, very effective links with other outside agencies are contributing to improving outcomes for pupils. Links with parents and carers are good. Self-evaluation is accurate and key priorities for improvement are identified. This, along with the excellent relationships throughout the school and the school’s considerable success in raising attainment in English and mathematics, demonstrates the school’s excellent capacity to sustain further improvement.