|Name||Marlborough Primary School|
|Ofsted Inspection Rating||Good|
|Address||Draycott Avenue, London, SW3 3AP|
|Religious Character||Does Not Apply|
|Number of Pupils||350 (56.9% boys 43.1% girls)|
|Number of Pupils per Teacher||16.5|
|Local Authority||Kensington and Chelsea|
|Percentage Free School Meals||14.3%|
|Percentage English is Not First Language||45.2%|
|Pupils with SEN Support||8.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (25 September 2014)
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Information about this school
Marlborough is larger than the average-sized primary school. The proportion of disabled pupils and those with special educational needs supported through school action is slightly below the national average. Those supported through school action plus or with a statement of special educational needs is higher than average. The proportion of pupils for whom the school receives the pupil premium (additional funding for children in the care of the local authority and pupils known to be eligible for free school meals) is higher than average. The school serves a diverse community; far more pupils come from minority ethnic backgrounds than is the case nationally. At least 12 different ethnic groups are represented in varying proportions. Nearly two thirds of pupils speak English as an additional language, which is far higher than the national average. A few of these pupils are at a very early stage of learning English. The school meets the government’s current floor standards which set the minimum expectations for pupils’ attainment and progress. The school is currently expanding. By September 2016, all year groups will have two classes, and by September 2017 the school will have moved into its new premises. There has been a considerable turnover of staff since the previous inspection. Five new teachers joined the school in September 2014.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. They make good progress from low starting points to reach the national average in reading, writing and mathematics by the end of Year 6. The training needs of staff are very well met. The continuing development of their teaching skills helps pupils do well. Pupils in Years 1 and 2 develop a solid understanding of phonics (the sounds letters make), which helps them become confident readers and writers as they get older. Pupils are courteous and respectful and play and work well together. They behave sensibly when moving around the school and look after each other at playtimes. Governors, leaders and managers have robust systems in place to maintain and improve the quality of teaching. There were steep rises in the rates at which pupils made progress in 2013/14. Middle leaders are fully involved in raising pupils’ achievement. They closely check pupils’ work in subjects and give teachers guidance on how to improve. The school has worked exceptionally well with parents to improve pupils’ attendance. The school’s arrangements for keeping pupils safe and secure are outstanding. The school promotes pupils’ spiritual, moral, social and cultural development exceptionally well. There is a strong sense of community of which pupils are proud and happy to be part. It is not yet an outstanding school because : Pupils do not do as well in reading as they do in writing and mathematics. Pupils are not clear about what they need to do next to improve their reading and cannot articulate what has helped them in the past. Pupils do not always have the chance to explain what they have read in their own words, which slows their progress in reading.