|Name||Middle Park Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 May 2015|
|Address||Middle Park Avenue, Eltham, London, SE9 5RX|
|Religious Character||Does not apply|
|Number of Pupils||430 (53% boys 47% girls)|
|Number of Pupils per Teacher||20.8|
|Percentage Free School Meals||26.4%|
|Percentage English is Not First Language||17.2%|
|Pupils with SEN Support||20%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
Middle Park is larger than the average primary school. The early years consists of one Nursery class and two Reception classes. Most children in the Nursery attend either in the morning or afternoon. Eight children stay all day. Children in the Reception classes attend full time. Over half of the pupils are supported by the pupil premium. This is a much higher proportion than found in schools nationally. Pupil premium funding is money provided by the government to give extra support to pupils who are known to be eligible for free school meals or who are looked after. Almost half of the pupils come from a wide range of minority ethnic groups. One quarter speak English as an additional language. This is higher than the national average. Only a few are new to speaking English. The proportion of disabled pupils and those with special educational needs is high. In some year groups, two fifths or one half of the pupils have been identified as having specific needs. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in mathematics and English. Since the previous inspection there has been some staff turnover. Senior leaders have established a curriculum team, special educational needs team and a junior leadership team, which includes subject leaders. Some members of these teams are new to their roles, especially subject leadership. Governors have reorganised the way in which they work.
Summary of key findings for parents and pupils
This is a good school. Following the previous inspection, senior leaders and governors took a decisive, proactive and very successful approach to improve the quality of teaching and raise achievement. Teaching is good, and particularly high quality in Years 1, 4, 5 and 6. From their previously low starting points pupils in Year 6 are making rapid progress. The most able are working at levels much higher than those normally expected for their age, especially in writing and mathematics. The number of pupils reaching and exceeding the national average at the end of Key Stage 1 has increased year-on-year. Attainment at the end of the early years has risen and is above average. Teachers’ planning and clear explanations ensure that pupils develop their knowledge, skills and understanding well over time. Teaching assistants are very clear about their roles. Their strong support allows disabled pupils, those with special educational needs, and those who speak English as an additional language or who are disadvantaged to make good progress. Information about pupils’ progress is used rigorously to target additional support and offer increased levels of challenge to the most able. Pupils’ good standards of behaviour and attitudes to learning contribute significantly to their increased rates of progress. They are confident the school keeps them safe. A very well-written action plan based on robust self-evaluation is driving improvement strongly. All involved in the school are clear about developments and the intended impact on pupils’ achievements. Senior leaders are relentless in their drive to pursue excellence and enable pupils to achieve highly. They check regularly the impact of teaching on pupils’ attainment, progress and attendance. Governors have developed their skills extremely well. They offer high levels of challenge and support, holding leaders and managers to account. They do not assume all is well unless they have clear evidence of pupils’ good or better progress over time. They ensure that the school plays a central role within the community. It is not yet an outstanding school because: Outstanding practice in some year groups has not been shared fully with all staff. When marking pupils’ work, not all teachers explain what they need to do to improve or give them time to respond to their comments. Children in the early years, especially boys, do not have sufficient opportunities to develop their skills to work together and use their ideas to solve problems when they are playing outside. Some staff new to subject leadership have not yet acquired the expertise they need to contribute fully to the school’s improvement.