Selwyn Primary School

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About Selwyn Primary School

Name Selwyn Primary School
Ofsted Inspections
Executive Headteacher Mrs Maureen Okoye
Address 105 Selwyn Avenue, London, E4 9NE
Phone Number 02085273814
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 685
Local Authority Waltham Forest
Highlights from Latest Inspection

What is it like to attend this school?

Selwyn is a place where the school's five 'Cs', care, courtesy, commitment, consideration and cooperation, are put into action.

Working relationships between adults and pupils, and between the pupils, are very positive. Older pupils share their ideas and give their views readily. In the early years, children sensibly choose the equipment or resources they wish to use.

Two-year-olds at the school are absorbed in their learning.

Leaders place no limits on what pupils can achieve. Pupils take great pride in their learning.

Work on display and in pupils' books reflects the school's strong curriculum and shows the care pupils take over their work. Leaders... ensure that the uniqueness of all pupils is cherished. All pupils have equal access to all that the school has to offer.

They participate fully in the life of their school.

Pupils are happy and safe at the school. They behave extremely well, and any rare incidents of bullying are swiftly resolved.

Respect and tolerance are strongly promoted. Pupils visit local places of worship and are taught about the beliefs and cultures of others. The school's many extra-curricular clubs encourage pupils to develop their interests, including in music, performing arts and modern languages.

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

Leaders have designed a curriculum that is ambitious and exceptionally well organised. It is detailed, thorough and clear. It makes sure that pupils, right from the start of Nursery, learn the key content and in the right order.

The needs of pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils are carefully considered by leaders in designing the curriculum. Teachers understand the way that the curriculum builds pupils' knowledge and skills. They plan lessons that build on what pupils already know and can do.

Leaders meet the training needs of staff. All teaching staff have access to the specific high-quality training they need in each subject to teach it well. This means that staff are confident in delivering the school's ambitious plans.

Staff know the individual needs and next steps of pupils with SEND. Pupils with SEND achieve remarkably well in all key stages because teaching staff make skilful adaptations to ensure that these pupils access the same curriculum as their peers. Leaders ensure that support for pupils with complex needs is provided so that they are fully included in the life of the school.

Regular recapping and checks on the important knowledge that pupils need to remember help teachers to adapt lessons where necessary. Any gaps in pupils' knowledge are addressed swiftly. Teachers skilfully get their pupils to think more deeply and widely.

They provide many opportunities for pupils to practise and show the skills and knowledge they have learned. As a result, pupils make connections across the subjects they study and use subject-specific language fluently.

In the early years, language is constantly modelled to children.

Children handle resources properly and carefully. This is because, right from the start in the room for two-year-old children, staff model and teach children how to do these things. For example, children are shown how to cut up fruit, to handle knives and scissors correctly and safely, to put on their coats and fasten zips.

These planned opportunities for recapping support their growing independence. Leaders have made sure plans consider fully how children's learning in the early years builds the foundations for learning in each subject in Years 1 to 6.

The school has developed strong expertise in the teaching of phonics and reading.

All teaching staff are trained in the school's phonics programme. Leaders ensure that staff teach early reading consistently and frequently. Children learn their phonics sounds quickly and get the right support to keep up.

They are very well prepared for the next stage of their education.

Expectations for behaviour are high for every pupil. Staff work as a team with parents and carers.

This ensures all pupils' needs are fully understood and met. Pupils behave extremely well, which supports the delivery of the curriculum.

The school's provision to support pupils' personal development is exceptional.

There are many opportunities for pupils to learn key life skills and knowledge. Pupils in Year 5 gain accredited first-aid certification. Pupils are taught about the many groups of people who live in Britain.

They are encouraged to understand and discuss issues including diversity, discrimination and tolerance.

Trustees from the Arbor Academy Trust bring a wealth of experience to the school. They consider the well-being of pupils and staff.

Systems are in place to check how the school supports this important area. Staff appreciate the support from leaders to manage and reduce workload. For example, by bringing in weekly, shared year-group planning across the trust.


The arrangements for safeguarding are effective.

The school benefits from excellent links with local partners. Staff at the school have recently led the local early-help network.

They have a clear overview of the external safeguarding support available. Staff secure quickly the help pupils and their families may need.

From training, staff have a strong understanding of any local risks that may affect pupils.

All staff know the signs that might suggest that a pupil is at risk from harm and what to do should they arise. Guidance that pupils need to know in order to keep themselves safe is built into the curriculum. Safer-recruitment pre-employment processes are well established, and the appropriate checks made and recorded.

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