The Devonshire Hill Nursery & Primary School

About The Devonshire Hill Nursery & Primary School Browse Features

The Devonshire Hill Nursery & Primary School


Name The Devonshire Hill Nursery & Primary School
Website http://www.devonshirehill.com
Ofsted Inspection Rating Good
Inspection Date 17 January 2012
Address Weir Hall Road, Tottenham, London, N17 8LB
Phone Number 02088082053
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 423 (47% boys 53% girls)
Number of Pupils per Teacher 18.8
Local Authority Haringey
Percentage Free School Meals 29.7%
Percentage English is Not First Language 67.6%
Persisitent Absence 8.4%
Pupils with SEN Support 7.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This school is larger than the majority of primary schools. The percentage of pupils who come from minority ethnic groups and who speak English as an additional language is much higher than usually found. The largest groups are from any Other White, Black African, and Black Caribbean backgrounds. The proportion of pupils known to be eligible for free school meals is high in comparison to other schools nationally. The percentage of pupils identified as having special educational needs and/or disabilities is above the national average, although it is average for pupils with a statement of special educational needs. The Early Years Foundation Stage consists of a fifty full-time place nursery and two Reception classes. The proportion of pupils who join and leave the school at other than the usual time is above average. Some of these pupils are new to speaking English and new to education. There is a daily breakfast club run by the governing body. The leadership team, including the headteacher and deputy headteacher, has changed since the last inspection. Five newly qualified teachers started at the school in September 2011. Government floor targets have been exceeded for the last three years. The school has recently received an award for the most improved level of attendance within the local authority.

Key findings

This is a good school. Senior leaders and managers, including the governing body, share an ambitious vision for the school, setting high expectations for pupils and staff. They are determined that pupils attend regularly, have high aspirations for their future and fulfil the school’s aim to be ‘successful learners’. Consequently, national test results have risen from a low point to broadly average during the last three years. Most pupils, including those with special educational needs and/or disabilities, make good progress. High-quality provision, especially for older pupils who are new to speaking English or to education, enables them to settle quickly into school and acquire the skills they need to achieve well. The majority of teaching is good or outstanding. Teachers place strong emphasis on providing pupils with good skills in literacy and numeracy. Through rigorous marking and assessment pupils receive a very clear picture of what they do well and what they need to do to improve. This inspires them to do as well as they can. In a small minority of satisfactory lessons, mostly in Years 1 and 2 and the Early Years Foundation Stage, opportunities to accelerate pupils’ language development through interaction with adults, discussion and effective questioning are missed. Some activities lack challenge and on occasion teachers do not provide sufficient resources to assist pupils’ understanding. An innovative curriculum promotes strongly pupils’ understanding of moral issues and knowledge of different faiths, cultures and countries around the world. The school is a highly cohesive and safe community. Pupils said they are proud of the way pupils from all nationalities get along well together and that behaviour is good most of the time. Older pupils have helped to make decisions about new arrangements for catering at lunchtime. Generally they have few responsibilities and little influence over matters that affect their educational experiences. This reduces opportunities for them to use their initiative.