Edward Pauling Primary School


Name Edward Pauling Primary School
Website http://www.edwardpauling.hounslow.sch.uk
Ofsted Inspection Rating Outstanding
Inspection Date 11 December 2014
Address Redford Close, Feltham, TW13 4TQ
Phone Number 02088310841
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 442 (53% boys 47% girls)
Number of Pupils per Teacher 19.5
Local Authority Hounslow
Percentage Free School Meals 18.9%
Percentage English is Not First Language 48.1%
Persisitent Absence 4.6%
Pupils with SEN Support 13.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

Edward Pauling is a larger than average-sized primary school. There have been a number of staff changes since the previous inspection. Children in the Nursery attend on a part-time basis. Those in Reception are full time. The proportion of pupils from minority ethnic backgrounds is higher than that found nationally, as is the number who speak English as an additional language. The proportion of pupils who are eligible for support from pupil premium funding, which is additional funding provided by the government for pupils known to be entitled to free school meals or who are in local authority care, is 13% above the national average. The proportion of disabled pupils or pupils with special educational needs is 12% above that found nationally. The school meets government floor standards, which set minimum expectations for pupils’ attainment and progress in English and mathematics.

Summary of key findings for parents and pupils

This is an outstanding school. Pupils’ achievement is outstanding. Pupils make rapid progress in all year groups so that by the end of Year 6, the great majority have made more than expected progress in reading, writing and mathematics. Teaching is outstanding because teachers have high expectations. They plan activities which meet the needs of all pupils so that learning is rapid throughout lessons. Marking provides very clear guidance so that pupils understand what they need to do to improve. Pupils are good at editing their own work. They can talk confidently about their learning. Teaching assistants provide effective support in lessons. This helps pupils to succeed in their learning. Pupils’ behaviour is outstanding, both in lessons and when moving around the school. All members of the school community respect each other. Pupils feel safe in the school. They play and work together co-operatively. Pupils’ spiritual, moral, social and cultural development is excellent. They have a strong sense of right and wrong and superb social skills. Pupils show tolerance and understanding of those from different ethnic backgrounds. Disadvantaged pupils achieve well, particularly at the end of Key Stage 2. The school uses its extra funding to support them well and staff check their progress carefully. The gap between these pupils and their classmates at the end of Key Stage 1 is closing. The headteacher is determined that the pupils in her care will have excellent teaching and is well supported by other senior leaders. She has ensured that all inadequate teaching has been eliminated and that the pupils achieve well. The school has improved rapidly under her leadership. Disabled pupils and those with special educational needs make excellent progress because of the individual support they receive. Parents speak highly of the school. They are confident that their children are well cared for. The school routinely involves parents in the education of their children. Governors have a good understanding of the school and of their role. As a result, they are able to challenge the school about its performance. They help to ensure that pupils make rapid progress. Children in the Nursery and Reception classes make good progress. They settle well and develop the skills they need to be successful in Year 1.