|Name||Duncombe Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 October 2012|
|Address||Sussex Way, Islington, London, N19 4JA|
|Religious Character||Does not apply|
|Number of Pupils||447 (49% boys 51% girls)|
|Number of Pupils per Teacher||18.6|
|Percentage Free School Meals||39.3%|
|Percentage English is Not First Language||72.5%|
|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 this school
The school is larger than average. Almost all pupils are eligible for free school meals and supported by pupil premium funding. The proportion of pupils who are from minority ethnic groups is above average, with the largest groups being from Somali, Bangladeshi, Turkish and White British heritages. An above average proportion of pupils speak English as an additional language, some of whom are at the early stages of learning English. The proportion of pupils at school action, school action plus or with a statement of special educational needs is above average. Most of these have speech, language and communication needs. The headteacher leads the Local Authority Schools Forum and represents all schools on the Safeguarding Committee. The school currently supports another school in challenging circumstances. The school meets current government floor standards, which set the minimum expectation for pupils’ attainment and progress. The Sussex Way Extended School, which is not managed by the school’s governing body, provides breakfast and after-school clubs as part of a partnership with local schools, sports and cultural centres.
Summary of key findings for parents and pupils
This is a good school. Pupils, including those who need extra help, make good progress from their starting points and achieve well. Attainment at the end of Year 6 is broadly average, and improving. The school celebrates diversity well and ensures that everyone is included. It is a community and family school, where pupils from a wide range of cultures and faiths integrate well together. Senior leaders and the governing body are ambitious for the school and its pupils. They rigorously search for good ideas and customise these to meet the needs of their pupils. Good teaching enables pupils to make good progress. Teachers build on what pupils already know and involve them quickly in activities that further develop their literacy and numeracy skills. Pupils behave well in and out of lessons and talk confidently about how to keep themselves safe from harm. They enjoy taking on roles of responsibility as ‘bully busters’ and playground friends. The curriculum provides all learners with a wide range of experiences, including off-site visits and memorable first-hand experiences, such as the art club and music events. It is not yet an outstanding school because : Occasionally, the pace of lessons slows because teachers’ explanations to the whole class take up too much time and reduce the amount of time available for independent work. Priorities to improve performance in teaching are not always checked rigorously enough to ensure that sufficiently swift gains are made. As a result, a few inconsistencies remain in the quality of teaching.