|Name||Malorees Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 May 2017|
|Address||Christchurch Avenue, Brondesbury Park, London, NW6 7PB|
|Number of Pupils||256 (53% boys 47% girls)|
|Number of Pupils per Teacher||19.8|
|Percentage Free School Meals||14.8%|
|Percentage English is Not First Language||37.9%|
|Pupils with SEN Support||16%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is below average in size. The school entered into a hard federation with Malorees Infant School from April 2017. At this point, the previously operating interim executive board was disbanded and a new governing body was put in place. The federation is led by an executive headteacher who was headteacher of the infant school. She took up post in September 2016, as did two assistant headteachers. A head of school was appointed in February 2017. The school has experienced very considerable teaching staff turnover. Seven of the eight class teachers are new this year. The school has been working with support for teaching from a local teaching school alliance based at Byron Primary School, and for mathematics from Kingsbury Green School. The majority of pupils are from a wide range of minority ethnic backgrounds. A quarter of pupils speak English as an additional language, which is broadly average. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of pupils supported by additional government funding is broadly average. The school provides childcare after school through a private company. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The executive headteacher has quickly formed a cohesive team and stabilised the school. Under her leadership, the school is improving rapidly. New leaders for English and mathematics have introduced several key changes. These are already leading to more rapid progress by pupils. The previous interim executive board and now the new governing body question leaders carefully about school performance. They have high aspirations for the new federation. Working closely with the teaching alliance has been significant in improving teaching across the school. The pupils’ progress has improved this year as the new teaching team has become established. Pupils feel safe and comfortable in school. They know that there is always an adult with whom they can share their concerns. Pupils now enjoy coming to school. This is one reason why attendance has risen, with few pupils being persistently absent. Pupils behave sensibly and with consideration for others. The curriculum is designed both to meet pupils’ needs and harness their talents. There are considerable strengths in music, the creative arts and physical education. The pupils’ spiritual, moral, social and cultural development is promoted well. This has become a greater focus since the review of the school’s values and as leaders prepare to become a Unicef Rights Respecting School. Shortages of equipment mean that computing is not taught to sufficient depth and pupils do not make sufficient progress. Not all teachers show that they have consistently high expectations of the most able pupils. At times, lessons lack a sense of urgency. This leads to some pupils losing concentration and their work suffering. Some subject leadership arrangements are very new and not yet fully effective in driving forward improvement.