Setting

Aviation House 125 Kingsway London WC2B 6SE T 0300 123 1231 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Mr R Prentice Executive Headteacher The Raglan Junior School Raglan Road Enfield EN1 2RG

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and communication technology (ICT)

Thank you for your hospitality and cooperation, and that of the staff and pupils, during my visit on 4 March 2011 to look at work in ICT.

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and communication technology (ICT)

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

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and communication technology (ICT)

The evidence used to inform the judgements included: interviews with staff and pupils; scrutiny of relevant documentation; analysis of pupils’ work; observation of three lessons; and a tour of the school with pupils.

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and communication technology (ICT)

The overall effectiveness of ICT is outstanding.

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Achievement in ICT

 Pupils enter Year 3 with ICT skills which are in line with national expectations. They make rapid progress through the school and by Year 6 leave with standards in ICT that are well above national expectations.  All groups of pupils, including those with special educational needs and/or disabilities, those who speak English as an additional language, and those identified as gifted and talented, are given excellent support in lessons by teachers and well-informed support assistants. As a result, all groups of pupils make excellent progress.  Pupils confidently select from a range of hardware, operating systems and software to improve their learning in all subjects.  Pupils’ behaviour when using ICT is outstanding. They are extremely well behaved, respect equipment and use it carefully. They support each other very well in lessons and are happy to share their knowledge. ICT is having a significant impact on the way that pupils work together and cooperate.

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Achievement in ICT

 Pupils are very proud of their work, of their knowledge and skills, and of the outstanding progress that they make in their ICT capabilities.  Pupils have excellent knowledge of how to stay safe when using new technologies.

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Quality of teaching in ICT

The quality of teaching in ICT is outstanding.

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Quality of teaching in ICT

 The subject knowledge of teachers and support assistants is excellent.  Planning is thorough and ensures that excellent links are made between subjects.  Very well-planned activities are engaging and designed to match the needs of all groups of pupils. A real strength of teaching is the way in which pupils are encouraged to experiment and take risks. They make well-informed choices about the most appropriate hardware and/or software to support their learning, and do so with great confidence.  The use of assessment to inform planning is excellent and ensures that work is challenging and matched to the individual needs of all pupils.  Pupils regularly self- and peer-assess. They articulate well how useful their personal tracking documents are in assessing their progress in ICT. They know their level of attainment and their personal targets to move them up a level or sub-level.  Rather than restricting pupils’ use of the internet by blocking websites and

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Quality of teaching in ICT

making many sites inaccessible, the school has a managed system with fewer inaccessible sites. Pupils have been comprehensively taught how to assess risks and to acquire the skills to stay safe.

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Quality of the curriculum in ICT

The quality of the curriculum in ICT is outstanding.

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Quality of the curriculum in ICT

 The curriculum is comprehensive and planned in detail.  Excellent links are made between subjects, which makes learning meaningful and engaging for pupils.  Lessons are given a ‘real life’ context so that pupils are very aware of how ICT impacts on their everyday lives.  The after-school ICT clubs and the breakfast club extend pupils’ learning in ICT and also provide regular access to computers for those who do not have access at home.  The sensory room provides an excellent environment for pupils with special educational needs and/or disabilities to develop their skills.

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Effectiveness of leadership and management in ICT

Leadership and management in ICT are outstanding.

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Effectiveness of leadership and management in ICT

 Leadership and management of ICT are excellent and are having a significant impact on the continuing development of the subject.  A very clear vision for the subject is shared by all members of staff, governors, pupils and parents.  The development plan, informed by very effective self-review, clearly identifies strengths and priorities for development.  Governors bring an excellent range of knowledge and skills to the school. They provide outstanding support for the ongoing development of the subject.  Regular training for teachers and support staff is very effective.  The managed learning environment is very well-developed and extremely informative. Staff, governors, pupils, parents and carers use it extensively.  The school will be formally federated with the infant school from April 2011. Initiatives between the two schools are already in place to develop ICT in the infant school.

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Areas for improvement, which we discussed, include:

 ensuring that outstanding teaching and the excellent curriculum, resulting in well above average standards, are maintained and also disseminated with the infant school, following federation.

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Areas for improvement, which we discussed, include:

I hope that these observations are useful as you continue to develop ICT in the school.

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Areas for improvement, which we discussed, include:

As I explained previously, a copy of this letter will be published on the Ofsted website. It may be used to inform decisions about any future inspection. Except in the case of academies, a copy of this letter is also being sent to your local authority.

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