Grange Park Primary School


Name Grange Park Primary School
Website http://www.grangeparkprimaryelt.org
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address World’s End Lane, Winchmore Hill, London, N21 1PP
Phone Number 02083601001
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 840 (50.8% boys 49.2% girls)
Number of Pupils per Teacher 21.0
Academy Sponsor Elt Partnership
Local Authority Enfield
Percentage Free School Meals 12%
Percentage English is Not First Language 26.2%
Persistent Absence 4.7%
Pupils with SEN Support 8.1%%
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Summary of key findings for parents and pupils

This is a good school. Pupils' achievement in English and mathematics is good and in reading it is outstanding. Pupils from ethnic minorities and those who speak English as an additional language achieve well.

The achievement of children in Early Years Foundation Stage is good. They arrive in Reception with skills and abilities below those typical for their age. The achievement of pupils entitled to support from additional funding is improving and they are catching up with their peers.

The school provides a wide range of opportunities for spiritual, moral, social and cultural education. Links with schools internationally and many opportunities in music support... pupils' cultural understanding particularly. Disabled pupils and those with special educational needs make good progress in line with their peers.

Their needs are accurately assessed and effective support is put in place to help them learn. Teaching overtime is usually good with some that is better. Teachers often use high quality resources effectively to involve pupils in their learning.

Pupils always behave well and feel very safe at school. Relationships are very good and pupils take responsibility for their own behaviour. The school is well led and managed.

The headteacher and senior staff make sure that all pupils are able to achieve well. They also provide them with a range of opportunities to enhance their personal development. It is not yet an outstanding school because : Pupils' excellent progress in reading is not yet matched by that in writing and mathematics because this work is not so well matched to their abilities.

The proportion of outstanding teaching is not high enough; teachers do not always explain sufficiently clearly to pupils the links between their current progress and what they need to do to attain their end of term goals.

Information about this school

This is a larger than average primary school which is currently expanding further. It is engaged in building work to accommodate the increase in numbers.

The proportion of pupils from ethnic minority backgrounds is well above the national average. The proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils who are known to be eligible for extra funding provided for looked after children, pupils eligible for free school meals and children of service families is well below average.

The number of disabled pupils and those with special educational needs supported by school action was above average in 2013. The number of disabled pupils and those with special educational needs supported by school action plus and with statements is broadly average. There has been a reorganisation of special educational needs provision in school.

The number of pupils so identified has reduced significantly due to this new analysis of levels of need. The Early Years Foundation Stage consists of only Reception. There is no nursery.

The school provides a range of lunchtime and after-school clubs which offer a range of activities in music and sports. The breakfast and after-school clubs are managed by an external provider so are subject to separate inspection. The school meets the government's current floor standards, which set the minimum expectations for pupils' progress and attainment.