South Park Primary School

Name South Park Primary School
Ofsted Inspection Rating Good
Inspection Date 29 April 2014
Address Water Lane, Seven Kings, Ilford, Essex, IG3 9HF
Phone Number 02085901496
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 727 (49% boys 51% girls)
Number of Pupils per Teacher 20.2
Local Authority Redbridge
Percentage Free School Meals 14.2%
Percentage English is Not First Language 76.6%
Persisitent Absence 11.5%
Pupils with SEN Support 8.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized primary school. It is housed in two buildings on one site and a nursery unit situated a five-minute walk away in a local park. Only around a half of those pupils who enter the Reception classes have attended the nursery provision. There are three Reception classes and Years 1 and 2 also have three classes in each year. Additional pupils join from a local infant school in Year 3, and from Year 3 to Year 6 each year has four classes. Almost all pupils are from minority ethnic groups, the largest groups being of Asian heritage. At four fifths of the school population, the proportion of pupils who speak English as an additional language is higher than usual. Many pupils are bilingual though a significant proportion join at the early stages of learning English. The proportion of pupils known to be eligible for pupil premium funding is in line with the average proportion in similar schools. This is additional funding provided by the government to support those pupils who, in this school, are eligible for free school meals or are in the care of the local authority. The proportion of disabled pupils and those who have special educational needs supported through school action is lower than usual. The proportion supported by school action plus or with a statement of special educational needs is also below average. The school meets the government’s current floor targets, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Achievement has improved since the last inspection. Across the school pupils from all backgrounds make good progress in reading, writing and mathematics. As a result of higher expectations and greater challenge, more pupils are working at higher levels and standards are rising. Teaching has improved since the last inspection and is now typically good. This is because the school effectively focuses on checking the quality of teaching and giving support to teachers and other staff to help them improve their practice. Pupils have positive attitudes and want to learn. They are proud of their school and their achievements. Parents and carers, staff, visitors and pupils all agree that behaviour in class and around the school is good. Pupils of differing backgrounds play and learn well together because the school does not tolerate any discrimination. Pupils feel very safe at school because adults look after them really well. Across the school, pupils enjoy a wide range of subjects and topics. These provide plenty of opportunities to promote their spiritual, moral, social and cultural development well. The very effective headteacher and senior leadership team have high expectations for the school and its pupils. Middle leaders are fully involved in the drive to raise achievement and the improvements seen since the last inspection. Parents, carers and staff are highly positive about the work of the school. Governors continue to provide effective challenge to leaders to make sure the school is doing as well as possible. It is not yet an outstanding school because: There is not enough outstanding teaching to ensure pupils’ attainment is higher. Teachers and teaching assistants are not always rigorous in following up and checking that pupils have acted upon their guidance in order to accelerate progress. Pupils appreciate teachers’ comments when their work is marked but they have fewer chances to evaluate the quality of their work for themselves. As a result, their understanding of how they can make their work better or what they need to do to improve is hindered.