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|Name||L’Ecole des Petits School|
|Headteacher||Ms F Brisset|
|Address||2 Hazlebury Road, London, SW6 2NB|
|Type||Other independent school|
|Number of Pupils||101 (59.7% boys 40.3% girls)|
|Local Authority||Hammersmith and Fulham|
What is it like to attend this school?
Children are very happy at this school. They become confident individuals and can speak two languages by the time they leave the school. The relationships between the staff and the children are excellent. Staff show great care for the children. Children respond readily to the adults’ instructions. Behaviour is exceptional.
Children are highly motivated and interested in all aspects of the curriculum. They participate in class discussions in English and French. We saw children identifying foods with high amounts of salt or sugar and learning about the effect of tooth decay, using their French. Teachers demonstrate high expectations and ensure that the children speak sentences using formal grammatical conventions in both French and English.
Leaders and staff take great care to keep children safe. Children said that if any child upsets them they expect the child to apologise. They have great respect for each other. The school’s silver star programme rewards groups of children who have shown collaboration and teamwork. The school is a cohesive community.
The overwhelming majority of parents and carers are very happy with the school. One parent commented: ‘This (school) is really the best the French and English system can offer: with a big focus on academic learning, while helping to grow children’s confidence.’ This view was typical of many parents. Inspectors also agree.
What does the school do well and what does it need to do better?
The proprietors’ vision is to provide a curriculum which combines the French academic rigour with opportunities for children to develop their artistic and sporting talents as well as their presenting and debating skills. This is being realised on a daily basis. Leaders are passionate that the school’s mission is being implemented in all classes. As a result, children become well-rounded individuals, confident with their peers and adults, and bilingual in French and English.
Leaders have ensured that children start to learn the English phonic sounds. Staff have been trained to deliver the school’s phonics programme. Children learn to correctly pronounce the sounds of the letters and teachers quickly correct any mistakes. Children are eager to learn new sounds and want to read. Leaders have invested in more suitable reading books for children which better match the sounds that they are learning. They become confident at blending the sounds to read words and sentences. Some children are also reading with expression. Parents commented positively about children learning phonics and wanting to read at home. Leaders encourage a love of reading. Children are expected to look at books every day. Children enthusiastically celebrated World Book Day by dressing up as their favourite characters.
Children experience a wide range of subjects to enrich their knowledge about the world. Their artwork is very impressive. Children learn to appraise the artwork of famous artists. For example, young children studied the work of Pablo Picasso and learned how he drew and painted eyes on portraits. Children ably worked on their own to mix colours to recreate their own version of the artwork. They discussed with their classmates about how they mixed their colours and the techniques they used to draw their paintings.
Children demonstrate excellent physical coordination and control. High-quality dance instruction enables them to move skilfully and respond to the rhythm of the music. Children used the space well to move around as a bee or a ladybird. In football, they dribbled the ball and passed with accuracy.
The school ensures that all children are fully involved in all the activities. Leaders make appropriate adaptations for children with special educational needs and/or disabilities. All children achieve well. The school complies with schedule 10 of the Equality Act 2010.
The cultural development of children is particularly impressive. Leaders invite parents into school to talk about their own cultures. Each week, there is a special meal provided by the school for children to learn about food from different continents. There is a strong emphasis on learning about the cultural history of France and England. Children recently enjoyed a visit to the Tower of London. Each term, classes study a festival from around the world.
Children’s personal development is prioritised. Staff teach children how to self-regulate their emotions and how they make others feel. Friendship and kindness are two values that are embedded and rewarded. Children can join an extensive range of extra-curricular clubs, which include cooking, drama and science. In the community, children raise money for charities and donate food to the local food bank.
Staff feel well supported by leaders and are proud to work at the school. Leaders have ensured that the school meets all of the independent school standards and the safeguarding and welfare requirements of the early years foundation stage.
The arrangements for safeguarding are effective.
Leaders have ensured that staff are well trained in how to deal with any safeguarding concerns made by a child. School records are detailed. Leaders take advice from the relevant authorities if they have a concern. Appropriate risk assessments are in place for offsite activities. Recruitment checks on new staff are compliant with statutory guidance. The proprietors have ensured that the premises are maintained to a high standard. Children and staff carry out regular fire drills.
Children are taught how to stay safe when crossing a road. Staff have been extra vigilant to encourage children to wash hands and avoid picking up germs.