|Name||Essendine Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 February 2013|
|Address||Essendine Road, London, W9 2LR|
|Religious Character||Does not apply|
|Number of Pupils||424 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||17.4%|
|Percentage English is Not First Language||79.7%|
|Pupils with SEN Support||9.2%|
|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 the average-sized primary school. The current headteacher took up the post in June 2012, following the retirement of the previous headteacher in December 2011. The deputy headteacher acted as headteacher in the interim. The proportion of pupils eligible for pupil premium funding, which provides additional resources for looked after children, pupils known to be eligible for free school meals and children of service families, is well above average. There are no children who are looked after or come from service families in this school. The proportion of pupils from minority ethnic backgrounds is well above average and the proportion who speak English as an additional language is also higher than average. The proportion of disabled pupils and those with special educational needs supported through school action is above the national average, as is the proportion of those supported through school action plus or with a statement of special educational needs. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. This is a good and rapidly improving school, well led by the headteacher, and supported by governors who challenge the school effectively. All leaders and managers have a shared ambition for raising standards. Teaching is improving rapidly, with some of a very high quality. As a result, pupils progress well in reading, writing and mathematics. Pupils’ progress is regularly checked and a range of additional programmes and support is in place for those who begin to fall behind, so that they quickly catch up. Pupils are polite, courteous and respectful. Good relationships in lessons and around the school contribute well to rising standards. Pupils are enthusiastic about their work across a wide range of subjects. They enjoy the range of experiences and activities which contribute to their good progress. Marking systems are used well by teachers. They link to pupils’ targets and next steps for improvement, with opportunities for pupils to respond to teachers’ comments and practise their skills to improve their work. It is not yet an outstanding school because : Not enough pupils make outstanding progress. Teachers and support staff do not work together well enough to plan and modify tasks and activities, particularly for lower achieving pupils to accelerate their learning. Teachers do not always use assessment effectively in lessons in order to extend work for the most able so that achievement is rapid. Home learning activities are not always appropriate or linked to extending learning across subjects. Communication with parents and carers is not systematic enough so that they are clear about how well their children are doing. There are not enough opportunities for parents and carers to be involved in understanding the curriculum and how they can help their children with homework tasks.