Vaughan Primary School

Name Vaughan Primary School
Ofsted Inspection Rating Outstanding
Inspection Date 15 January 2019
Address The Gardens, Vaughan Road, West Harrow, Middlesex, HA1 4EL
Phone Number 02084277222
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 657 (52% boys 48% girls)
Number of Pupils per Teacher 22.2
Local Authority Harrow
Percentage Free School Meals 10.5%
Percentage English is Not First Language 48.2%
Persisitent Absence 4.5%
Pupils with SEN Support 10.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is a larger than average-sized primary school. The proportion of pupils who are supported by the pupil premium is lower than the national average. The proportion of minority ethnic pupils is well above the national average. The proportion of pupils who speak English as an additional language is well above the national average The proportion of pupils with SEND is similar to the national average. Pupils come from a wide range of ethnic backgrounds. The largest ethnic groups are from Asian or Asian British background and any other White background. There is a daily breakfast club which is run by the school. The early years consists of a part-time Nursery class and three Reception classes. The previous headteacher left the school at the end of December 2018. The previous deputy headteacher at the school was appointed as an interim headteacher at the beginning of January 2019. The school was inspected by Ofsted in March 2018, under section 8 of the Education Act. At this time, the school demonstrated strong practice and marked improvement in certain areas that may have indicated the school was improving towards becoming outstanding. The lead inspector therefore recommended that the school’s next inspection was carried out under section 5 of the Education Act.

Summary of key findings for parents and pupils

This is an outstanding school The exceptional leadership overtime has created a climate of respect and high expectations that enables pupils and staff to shine and succeed. Staff morale is high. Governors provide effective support and challenge to senior leaders to ensure that the school continues to improve. The quality of teaching, learning and assessment is highly effective. Teachers are very committed to their professional development and have high expectations of their own practice. This ensures that outcomes for pupils are exceptional. Pupils make very strong progress and their attainment at key stages 1 and 2 is above average in reading, writing and mathematics. Pupils leave the school extremely well prepared for the next stage of their education. The quality of provision for pupils with special educational needs and/or disabilities (SEND) and for those who are disadvantaged is exceptional. Consequently, these pupils make excellent progress. The curriculum is rich, broad and engaging and meets the needs and interests of pupils exceptionally well. It is enriched by a wide range of extra-curricular activities. This contributes strongly to pupils’ academic, personal and physical development. Children in the early years make good progress because they benefit from good-quality teaching. However, children’s progress is not checked closely to ensure that those falling behind are provided with timely and effective support. Pupils’ behaviour is impeccable. Their strong attitudes to learning have a positive impact on the high standards they achieve. Pupils’ enjoyment in their learning is reflected by their above-average attendance and excellent punctuality. Pupils’ spiritual, moral, social and cultural development is strongly promoted. Pupils are prepared well for life in modern Britain. Safeguarding takes a very high priority. Staff ensure that pupils are kept safe. Pupils said that they feel safe and well cared for in school. Middle leaders lead their areas of responsibility well. They provide effective support to teachers to ensure that pupils make very strong progress. However, sometimes their checks on the quality of teaching and learning in subjects other than English and mathematics lack rigour. The school’s policy on feedback to pupils on their writing is not consistently followed. Pupils do not routinely write across the different subjects to improve their writing skills.