|Name||Hounslow Town Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||21 February 2018|
|Address||School Road, Hounslow, TW3 1QZ|
|Religious Character||Does not apply|
|Number of Pupils||986 (48% boys 52% girls)|
|Number of Pupils per Teacher||21.8|
|Percentage Free School Meals||16.7%|
|Percentage English is Not First Language||89.7%|
|Pupils with SEN Support||11.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. Hounslow Town Primary School is much larger than the average primary school. The school has expanded considerably since the previous inspection. A newly built school is planned to become operational by September 2018, and the school is expected to reach full capacity by 2022. The headteacher joined the school in September 2017. The proportion of disadvantaged pupils is broadly in line with the national average. The proportion of pupils who speak English as an additional language is above the national average. Pupils come from a wide range of ethnic backgrounds. The largest groups come from Asian or Asian British and Indian British backgrounds. The proportion of pupils who have SEN and/or disabilities is similar to the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and managers have not maintained the school’s good overall effectiveness since the previous inspection. The school has also suffered from high rates of staff turnover over the past few years. The quality of teaching, learning and assessment, over time in key stage 2, has been inconsistent. As a result, pupils in Years 5 and 6 have not made good progress from their starting points. The school’s new reading curriculum is in its infancy in key stage 2. As a result, pupils do not effectively develop their comprehension skills. Governors have not held senior leaders to account as robustly as they could. Disadvantaged pupils’ progress is weak in reading, writing and mathematics by the end of key stage 2. Pupils’ progress in mathematics in key stage 2 is variable and not as strong as it could be in Years 5 and 6 because of the lack of challenge in mathematics teaching. Leaders have not, until recently, had an accurate understanding of pupils’ progress information. Consequently, evaluation of the impact of the use of pupil premium funding on the progress disadvantaged pupils make has been limited. The school has the following strengths The recently appointed headteacher has tackled past vulnerabilities head on. She has galvanised a leadership team into action to make the necessary changes for improvement. In early years, children make good progress because of strong teaching, learning and assessment. Pupils’ progress in key stage 1, and in most subjects in lower key stage 2, is strong because : of consistently secure teaching. Pupils who have special educational needs (SEN) and/or disabilities receive strong care and guidance in the Rainbow resource base. In 2017, the proportion of Year 1 pupils meeting the expected standard in the phonics skills check was above the national average. Pupils behave well and are kept safe at the school. They are polite and welcoming to visitors.