Marlborough Primary School


Name Marlborough Primary School
Website http://www.marlboroughprimary.school
Ofsted Inspection Rating Outstanding
Inspection Date 20 October 2010
Address Marlborough Hill, Harrow, Middlesex, HA1 1UJ
Phone Number 02084273087
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 694 (50% boys 50% girls)
Number of Pupils per Teacher 23.7
Local Authority Harrow
Percentage Free School Meals 11.8%
Percentage English is Not First Language 60.4%
Persisitent Absence 7.5%
Pupils with SEN Support 7.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Marlborough Primary School is larger than average. The numbers of pupils from different ethnic backgrounds and the number of pupils who speak English as an additional language are well above the national average. A few of these pupils are at the early stages of learning English. The proportion of pupils with special educational needs and/or disabilities is average and the number of pupils with a statement of special educational needs is average. Pupils’ needs range from moderate learning difficulties to behavioural, emotional and social, and speech, language and communication. The proportion of pupils known to be eligible for free school meals is above average. Mobility of pupils is very high. There is Early Years Foundation Stage provision in the two Reception classes for up to 60 children. There is a breakfast and after-school club. This provision is not managed by the governing body and is inspected separately. The school has gained the International Award, Activemark, FMSIS and the Healthy Schools Award.

Main findings

Marlborough Primary School is an outstanding school where pupils achieve well and thoroughly enjoy learning. A shared vision results in a vibrant ethos and strong commitment from everyone to provide each pupil with the best possible education. Parents and carers and pupils appreciate the high-quality care and exciting learning opportunities. Parents and carers summed up the views of the large majority saying: ’We are proud that our children attend Marlborough. It is an outstanding school. Parents and carers are always welcome and children are very happy. They have had really positive experiences and have gained enormously from the support and work of this dedicated team. The teachers and support staff are amazing and the school is led by a brilliant headteacher and deputy.’ The pupils were equally enthusiastic about their school saying, ’Learning is great, the school listen to our ideas and are always open to suggestions to try to stretch you and you can always tell the teachers if the work has not been challenging enough. The headteacher is firm and fair.’ These are the key strengths of the school: The pupils make excellent gains in their personal development because relationships are extremely strong and the school ethos is very warm and welcoming. Progress is good because the quality of teaching and learning is consistently good or better. All groups of pupils make good or better progress because the quality of support and intervention strategies is so successful. The success of initiatives and interventions to support different groups of pupils, including specific ethnic groups. There has been very good progress in improving the provision for mathematics, science at Key Stage 2 and writing for the more able throughout the school. Many initiatives are now successfully embedded and making a positive impact on the pupils’ progress in these subjects. The pupils feel extremely safe because they are totally confident any concerns will be dealt with effectively by the staff. The pupils have an excellent knowledge of what constitutes a healthy lifestyle, selecting healthy options from the school lunches and attending the wide range of activity clubs. This has been recognised through the award of the Healthy Schools Status. The provision in the Early Years Foundation Stage is good. Children settle extremely well into both Reception classes and they enjoy school. Care, guidance and support are extremely strong, so pupils behave superbly well and are sensible and enthusiastic learners. The learning mentors provide excellent support for pupils who need additional help. Parents and carers commented that ’Children receive excellent pastoral care and we also feel extremely well supported by the school.’ The pupils enjoy school immensely and this is reflected in above average rates of attendance. Attendance has improved significantly since the last inspection because : of the success of strategies introduced by the senior leaders. The pupils develop an extremely positive attitude to their learning because the curriculum meets the needs of all of them extremely well and they really enjoy their lessons. The headteacher and senior management team lead the school superbly well. One teacher commented, ’The school has never been as focused or successful as it is now with a thirst for greater improvement still. The head is firm but kind, he takes time to talk to parents.’ Excellent links with the local community and external agencies contribute very effectively to the provision. Links with parents and carers have improved significantly since the last inspection and are now outstanding. The weekly newsletter is valued by parents and carers. The success of the school is due to the headteacher, governing body and senior management team providing extremely clear educational direction that is ensuring excellent outcomes. Equality of opportunity and the elimination of discrimination are pursued determinedly. There is also a continual drive for improvement. The very effective systems for evaluating the strengths and weaknesses of the school are playing their part in sustaining standards over time. The school’s excellent organisation, strong, shared vision, and superb way issues in the last report were tackled underpin its outstanding capacity to continue moving forward. There are two main areas for improvement. Although teaching and learning are consistently good or better, the teachers sometimes miss opportunities to challenge pupils in their written feedback and comments when marking work. Although provision in the Early Years Foundation Stage is good, there are occasional missed opportunities for adults to provide additional challenge for more-able children in both the indoor and outdoor learning environment...