|Name||Perry Hall Primary School|
|Address||Perry Hall Road, Orpington, BR6 0EF|
|Religious Character||Does Not Apply|
|Number of Pupils||430 (50.7% boys 49.3% girls)|
|Number of Pupils per Teacher||26.0|
|Academy Sponsor||Nexus Education Schools Trust|
|Percentage Free School Meals||13.3%|
|Percentage English is Not First Language||25.3%|
|Pupils with SEN Support||9.3%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about the school
Perry Hall is a larger-than-average primary school. Most of its pupils are from White British backgrounds.
The largest other groups are from other White, Asian and Black African backgrounds. The proportion of pupils known to be eligible for free school meals is around half of that found nationally. The proportion of pupils with special educational needs and/or disabilities is below average and these needs relate mainly to speech, language and communication difficulties and/or behavioural and emotional difficulties.
The Early Years Foundation Stage comprises two Reception classes. There is a breakfast and after-school club on the school site that is managed by a private provider.
This is an outstanding school where pupils are eager to learn and staff are committed to continual improvement.
Year on year, the attainment reached by pupils at the end of Year 6 has been consistently high. Pupils make good progress through the school given their starting points and pupils’ achievement is excellent. The headteacher and senior team drive the school forward with great enthusiasm and have been very successful in securing improvements in key areas since it was last inspected.
In particular, the care, guidance and support given to individual pupils are outstanding and result in pupils who feel completely safe at school. Parents demonstrate high levels of confidence in the school, both in terms of its academic success and in the way it values and encourages each pupil’s personal qualities. Pupils are given a wide range of opportunities to take on responsibilities within the school, which they accept with relish.
The school uses a variety of effective approaches to enhance pupils’ personal, as well as their academic, achievement which results in lessons where pupils demonstrate excellent attitudes to learning. When children join the school in Reception they settle happily into school life due to carefully planned transition arrangements and make good progress by the end of their first year. This good start has been prompted, in part, by a number of improvements initiated by the school to develop the indoor and outdoor learning environment for its youngest children.
The rich and varied curriculum provides outstanding opportunities through the school for pupils to enjoy learning and stimulate new insights into the world around them. Pupils are keenly aware of how to lead a healthy lifestyle and often encourage others to do likewise. The school’s growing expertise in using information on pupils’ progress has enabled it to identify and implement successful ways of improving reading and writing in the infant years.
As a result, Year 2 pupils are on track to achieve well in next year’s national tests. Similarly, due to the very careful assessment and monitoring procedures in place, which result in additional targeted support for individual pupils, the current Year 6 is on track to match the high levels reached previously by pupils. Underpinning the school’s success are the headteacher and senior leaders.
They ensure that staff expertise is shared effectively both within the school and more widely with other schools. Staff feel strongly supported in their professional development and highlight the strong team work that underpins the quality of the school’s success. Teaching is typically good.
Lessons are usually well planned and pupils participate with interest and enthusiasm. In the best lessons, teaching challenges pupils to deepen their understanding through the teacher’s skilful use of challenging questions. However, this practice is not widespread across all classes so progress slows for some pupils.
In some less well-taught lessons, the match of tasks to some pupils’ abilities is not always accurate. The school demonstrates a high commitment to working in partnership with others to enhance provision and has established good links with schools abroad to develop pupils’ understanding and awareness of others. However, the pupils’ awareness of contrasting lifestyles and customs across the United Kingdom is not as well developed.
Members of the governing body support and challenge the school well and, together with staff, have secured key improvements in provision since the last inspection. The school has an accurate view of its strengths and weaknesses and because its self-evaluation procedures are very effective, knows what it needs to do to improve further. Given the school’s track record in remedying weaknesses and enhancing aspects of its work such as the curriculum, its capacity for sustained improvement is good.