|Name||Tetherdown Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 June 2013|
|Address||Grand Avenue, London, N10 3BP|
|Religious Character||Does not apply|
|Number of Pupils||418 (54% boys 46% girls)|
|Number of Pupils per Teacher||20.6|
|Percentage Free School Meals||1.4%|
|Percentage English is Not First Language||17.5%|
|Pupils with SEN Support||7.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school is a larger than average-sized primary school. A low proportion of pupils are eligible for the pupil premium, the extra funding provided by the government to support children looked after by the local authority, those who are known to be eligible for free school meals and children from service families. There are no pupils from service families in the school. The proportion of disabled pupils and those with special educational needs who are supported at school action is above the national average. The proportion supported at school action plus or with a statement of special educational needs is below the national average. The number of pupils who are from minority ethnic backgrounds or speak English as an additional language is above the national average. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress. The school has recently undergone a new build and has moved from a one-form to a two-form entry.
Summary of key findings for parents and pupils
This is a good school. Leaders and managers are positive role models for all staff in communicating high expectations to all pupils. Leaders monitor, evaluate and support teachers to improve their teaching skills and pupil achievement. Children begin school with levels of skill and knowledge that are expected for their age. They make good progress in key subjects because their experiences in school are planned and engaging. Pupils who speak English as an additional language also make good progress because : teachers and teaching assistants deliver engaging lessons. This is also true of disabled pupils and those with special educational needs, and pupils eligible for the pupil premium. Teaching is consistently good, with some that is outstanding. Teachers are skilled in checking pupils’ learning in lessons through systematic dialogue on outcomes and next steps. Pupils’ behaviour and attitudes to learning are excellent. They are confident, feel safe and happy in their school. They are extremely independent in applying their learning skills. Parents and carers are pleased with how the school keeps their children safe and secure and helps them thoroughly enjoy school. It is not yet an outstanding school because : A few higher-attaining pupils are not always sufficiently well challenged in lessons. The marking of pupils’ work does not always make clear what is needed to improve. Leadership monitoring systems are not always documented routinely to demonstrate impact.