Perry Hall Primary School

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About Perry Hall Primary School

Name Perry Hall Primary School
Ofsted Inspections
Headteacher Mrs Lorraine Richards
Address Perry Hall Road, Orpington, BR6 0EF
Phone Number 01689820313
Phase Academy
Type Academy converter
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 436
Local Authority Bromley
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of coming to their school.

An ambitious curriculum is realised through high-quality teaching. Teachers enable pupils to be inquisitive about learning. Strong outcomes are evident in the depth of knowledge and work that pupils produce.

Pupils achieve very well.

Behaviour in school is exceptional. Pupils are highly focused on their learning because teachers make learning exciting.

Pupils are rewarded for demonstrating the school values which thread through school life. In early years, staff encourage children to try their best. Pupils demonstrate kindness and respect to each other.

They value and appreciate that they have diff...erent beliefs, choices and views. Pupils feel safe in school and trust adults to deal with any worries they have.

The school plans a wealth of activities to enrich the curriculum and provide life experiences for pupils.

Pupils show their understanding of responsibility and leadership through a wide variety of roles. 'Animal carers' support staff to take care of the menagerie of school pets. Play pals support their younger peers to enjoy playtime.

Pupils and staff share the common values of creating a welcoming and respectful school community.

What does the school do well and what does it need to do better?

The curriculum has been carefully sequenced to ensure that learning builds over time. Subject leaders are knowledgeable and support teachers to deliver the curriculum effectively.

The school has considered the key knowledge, skills and vocabulary that it wants pupils to know and remember. Teachers make purposeful links between subjects to enrich pupils' understanding. For instance, Year 6 pupils could compare the Maya civilisation with British history of the same period.

Children receive a strong start in the early years. The learning environment stimulates children to be curious. Staff enable children to practise their learning independently.

For instance, children in Reception used the outdoor equipment to create the setting of a class story and retell it. Communication and language development is a priority for the school. Adults support pupils to understand and use ambitious subject vocabulary.

For example, pupils in Year 4 used technical art vocabulary to evaluate the work of artists. Pupils develop confidence to speak, debate and perform.

Teachers' knowledge across all subjects is very strong.

This enables them to provide effective modelling of learning and to challenge pupils to extend their thinking. Throughout lessons, teachers check pupils' understanding and address any misconceptions. Teachers revisit prior learning and make connections to new content.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) access the same ambitious curriculum. All staff are clear on the adaptations and support needed to enable pupils with SEND to achieve. For example, staff across the school used carefully selected maths resources to support pupils' understanding of concepts.

Reading is a curriculum priority, which is fulfilled by a strong and consistent start to pupils' early reading. Engaging phonics lessons enable pupils to know and blend their sounds with confidence. Regular assessments ensure that pupils are reading books accurately matched to their phonics knowledge.

Staff support pupils with SEND to ensure they learn to read well. Staff use a wide variety of texts to stimulate discussions and help pupils understand different beliefs and choices. Reading ambassadors support reading and supervise the playground reading nooks.

The school has high expectations for pupils' behaviour and learning. Pupils know that they all have a responsibility to make a positive school community. House and school captains support and encourage their peers.

Attendance is positive because pupils want to be in school. Leaders know pupils and families well and provide support to ensure improved attendance when required.

The wide range of clubs and visits enhance pupils' learning experiences.

Pupils value the opportunities to represent their school at concerts and tournaments. Community ambassadors plan fundraising activities and pupils visit local care homes. Staff encourage pupils to be responsible global citizens.

Eco ambassadors support the recycling and composting at school. Pupils learn to cook with the produce grown in the school gardens. Leaders ensure that all pupils leave school with the experiences needed for their next steps.

The trust and local governance have a secure strategic understanding of the school. Leaders and the trust are ambitious to continually develop the school. Leaders collaborate with schools across the trust and provide exciting opportunities for pupils, such as in a trust-wide concert.

All staff strive to make an impact on pupils' development, and they are proud to work at the school. They feel supported by leaders and enjoy the opportunities to work collaboratively and share knowledge.


The arrangements for safeguarding are effective.

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