St Mary’s CofE Primary School

About St Mary’s CofE Primary School Browse Features

St Mary’s CofE Primary School

Name St Mary’s CofE Primary School
Ofsted Inspection Rating Good
Inspection Date 11 February 2014
Address Church Lane, Hornsey, London, N8 7BU
Phone Number 02083404898
Type Primary
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 564 (48% boys 52% girls)
Number of Pupils per Teacher 21.2
Local Authority Haringey
Percentage Free School Meals 24.8%
Percentage English is Not First Language 36.7%
Persisitent Absence 15.6%
Pupils with SEN Support 8.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

St Mary’s is larger than the average-sized primary school. The proportion of pupils from minority ethnic backgrounds is above average. Very few pupils are at an early stage of learning English. The proportion of pupils who are disabled or have special educational needs and are supported through school action is above the national average. An average proportion is supported at school action plus or with a statement of special educational needs. The proportion of pupils for whom the school receives the pupil premium (additional government funding for looked after children, pupils known to be eligible for free school meals and the children of service families) is above the national average. There are currently a very few looked after children and no children of service families at the school. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. Children in the Early Years Foundation Stage are taught in two Reception classes and one Nursery class, which children attend either part or full time. There are two classes in each of Years 2 to 6, and three classes in Year 1. The school was previously an infant school for pupils from Nursery to Year 2. In January 2013, it formally amalgamated with a neighbouring junior school to become a primary school for pupils from Nursery through to Year 6. The school uses two sites that are a short distance apart from one another. Children in the Early Years Foundation Stage, and pupils in Year 2 and two of the Year 1 classes are taught on one site. Pupils in the remaining Year 1 class and in Years 3 to 6 are taught on the other. There have been a number of changes in teaching staff in recent time. The school’s headteacher was previously the headteacher of the infant school. The school organises and manages breakfast and after-school clubs on both school sites.

Summary of key findings for parents and pupils

This is a good school. Senior leaders, governors and staff work closely together. They have maintained good teaching in the Early Years Foundation Stage and in Key Stage 1, and successfully ensured that the quality of teaching is good throughout the school. As a result, pupils achieve well in reading, writing and mathematics. Teaching makes a good impact on pupils’ learning and progress because teachers plan motivating lessons which pupils enjoy. Additional adults are well directed and make a valuable contribution to pupils’ learning. Good behaviour and positive attitudes help pupils to learn effectively. They take pride in their work and are keen to do well. Pupils develop a good knowledge of how to keep themselves safe, particularly when using information and communication technology, because the school places a strong emphasis on helping them to understand what to do to keep safe. The school is improving because senior leaders and governors lead and manage the school well. They have high expectations of staff and pupils and are committed to making sure that the school continues to improve further. Governors are knowledgeable and provide good support and challenge to leaders. It is not yet an outstanding school because : Occasionally, the most able pupils are set work that is too easy for them. Pupils do not always respond to teachers’ marking, comments and suggestions on how to improve their work. Leaders of subjects and key stages are not always sufficiently involved in further improving the quality of teaching in their areas of responsibility.