Gladstone Park Primary School

Name Gladstone Park Primary School
Ofsted Inspection Rating Good
Inspection Date 09 May 2017
Address Sherrick Green Road, London, NW10 1LB
Phone Number 02084521350
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 685 (50% boys 50% girls)
Number of Pupils per Teacher 19.7
Academy Sponsor Anthem Schools Trust
Local Authority Brent
Percentage Free School Meals 19.5%
Percentage English is Not First Language 68.6%
Persisitent Absence 5.3%
Pupils with SEN Support 12.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Gladstone Park Primary School is significantly larger than the average-sized primary school. The proportion of pupils eligible for pupil premium funding is higher than average. The proportion of pupils who speak English as an additional language is over three times the national average. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Gladstone Park Primary School joined CfBT Schools Trust on 1 June 2014. When its predecessor school, of the same name, was last inspected it was judged to have serious weaknesses. The school meets the government’s current floor standards, which are the minimum expectations of pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school Since joining the CfBT Schools Trust, leaders and governors have set the school on the right course. They have successfully increased the ambition of pupils and the wider school community. The roles of senior leaders are clearly defined, although those of middle leaders are yet to be fully developed. In 2016, pupils’ outcomes at the end of key stage 2 were broadly average in reading, writing and mathematics. Their outcomes at the end of key stage 1 were similar to those seen nationally, although fewer pupils were working at greater depth in each subject. The quality of teaching, learning and assessment is good. Teachers use assessment information well. They expect pupils to work hard and to seek to continually improve their work. However, most-able pupils, including those who are disadvantaged, are capable of achieving more. Pupils’ behaviour is good. This ensures that time in lessons is used well and that the focus is on learning. Pupils’ positive attitudes play a significant part in the progress they make. Staff, rightly, prioritise pupils’ safety and well-being. Well-established systems provide effective support for those who have social and emotional difficulties. This is a particular strength of the school’s work. The trust and the local governing body have a clear picture of the school’s performance, its strengths and priorities for improvement. Levels of challenge and support are well judged. Pupils who are new to the country or who have little prior experience of speaking English or of attending school make good progress. This is due to leaders’ and teachers’ commitment to equality of opportunity so that all pupils achieve well. The vast majority of parents value the school’s work highly. They comment positively about the school’s work to support pupils’ progress, the welcoming nature of the school community, and the identification of, and support for, pupils’ special educational needs and/or disabilities. Children make good progress during the early years. Many begin school with skills, knowledge and understanding lower than those typically seen. Children collaborate well and establish the skills that help them to be successful in Year 1. However, leaders do not have a full and sufficiently detailed picture of children’s progress as they move through this key stage.