Grazebrook Primary School

Age group 3–11 Inspection date(s) 22–23 February 2012 Inspection number 376377 Grazebrook Primary School Inspection report

p.1

Unique reference number 100258 Local authority Hackney Inspection number 376377 Inspection dates 22–23 February 2012 Lead inspector David Radomsky

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 448 Appropriate authority The governing body Chair Nadine Cartner Executive Headteacher Michelle Thomas Date of previous school inspection 1–2 December 2009 School address Lordship Road Stoke Newington London N16 0QP Telephone number 020 8802 4051 Fax number 020 8442 5202 Email address contacts@grazebrook.hackney.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

p.1

after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

p.2

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out with two days’ notice. Inspectors observed 23 lessons taught by 18 teachers. In addition, inspectors made short observations of 12 sessions on the teaching of phonics (pupils learning letter patterns and the sounds they represent) and five small group support sessions. Many of these observations were made jointly with either the executive headteacher or the acting head of school. Meetings were held with parents and carers, with members of the governing body, staff and groups of pupils. Inspectors took account of the responses to the online questionnaire (Parent View) in planning the inspection, observed the school’s work and looked at school documentation, including teachers’ planning, the school and coordinators development plans, assessment information, safeguarding policies and samples of pupils’ work. In addition, inspectors listened to pupils read and talked with them about their enjoyment of books. Inspectors analysed 164 questionnaires

p.3

Introduction

from parents and carers, and 86 from pupils.

p.3

Information about the school

Grazebrook Primary is a larger than average-sized school. The proportions of pupils from minority ethnic backgrounds and those for whom English is an additional language are well above average. The proportion of disabled pupils and those who have special educational needs is smaller than average. Most of this group have moderate learning difficulties. The proportion of pupils known to be eligible for free school meals is above average. Since the previous inspection, the school has gained many accreditations, including Primary Science Silver Quality Mark, Sing Up Silver, and the Rights Respecting School award. The school runs a daily breakfast club and after- school club. In September 2010, the school formed a soft federation with a local primary school. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

p.3

Information about the school

Please turn to the glossary for a description of the grades and inspection terms

p.4

Key findings

 This is an outstanding school. Since the time of the previous inspection, there have been rapid and sustained improvements in all aspects of the school’s work. In this inclusive and caring learning environment, all pupils are extremely well prepared for the next stage of their education. Because the school promotes their spiritual, moral, social and cultural development very well, pupils grow in self-confidence and achieve extremely well.  From starting points in the Early Years Foundation Stage which are similar to those found nationally, pupils make outstanding progress. Since the previous inspection, pupils have made exceptional progress from previously low starting points so that attainment at the end of Year 6 is now consistently high in English and well above average in mathematics. There are no significant or consistent differences between the achievements of any groups of pupils.  Teaching is outstanding as teachers have an excellent understanding of pupils’

p.4

Key findings

needs, plan effectively and challenge all to do as well as they can. High-quality academic support is provided for disabled pupils and those with special educational needs.  Pupils and their parents and carers confirm that pupils feel very safe, behave well and develop very positive attitudes towards learning. A few parents, carers and pupils raised concerns that inappropriate name-calling that occurs occasionally in the playground is not always dealt with efficiently by duty staff.  Exemplary leadership at all levels drives a relentless focus on improving all aspects of the school’s work, including the performance of the staff team. Leaders develop teachers’ skills through effective monitoring and feedback, coaching and sharing of good practice. Half-termly pupil progress meetings held with all teachers and senior leaders ensure that they are accountable for the progress of every pupil. Leaders have transformed the school environment,

p.4

Key findings

where the curriculum ensures many enjoyable and stimulating experiences. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.4

What does the school need to do to improve further?

 By May 2012, improve the quality of playground supervision so that pupils’ concerns are always listened to and followed up appropriately in a timely fashion.

p.5

Achievement of pupils

Almost all parents and carers feel that their children make accelerated progress, and inspectors agree. One parent, representing the view of many said, ‘My child is thriving in an atmosphere that is stimulating and caring.’ Children make outstanding progress in the Early Years Foundation Stage. This is because of a very well- resourced and visually stimulating learning environment linked to excellent teaching and planning which ensures that children have many opportunities to develop a wide range of skills. By the time they enter Year 1, children’s skills in all areas of learning are above age-related expectations. Inspectors saw children accessing a range of tools such as gardening equipment, and children confidently explained how to use a rake or spade. Children enjoyed digging and hiding insects or pretending to be fire- fighters, thus developing language through role play. Planning identifies key learning

p.5

Achievement of pupils

for each child and is reviewed at least twice a week. This ensures an excellent balance of teacher-led and child-initiated learning tailored to the needs and interests of each child.

p.5

Achievement of pupils

Achievement overall is outstanding. Attainment, including in reading, at the end of both key stages has improved significantly since the time of the previous inspection and is now well above average. Pupils’ reading abilities are consistently well above average for pupils of a similar age. This is because the school effectively uses a systematic programme for the teaching of letters and sounds and because pupils are encouraged to read regularly at school and at home and answer comprehension questions on all the books that they read. Through highly effective support systems, the school ensures that disabled pupils, those with special educational needs and those for whom English is an additional language make the same outstanding progress as all others.

p.5

Achievement of pupils

Pupils enjoy school and learn a range of skills. As one pupil said, ‘Lessons are interactive and we never get bored.’ In a Year 2 mathematics lesson, pupils were challenged to use a range of previously learnt mathematical skills and vocabulary in a fast pace oral and mental starter activity. The teacher involved all pupils and this quickly boosted their confidence to tackle more complex mathematical challenges in the main part of the lesson. When moving onto the use of clocks and understanding the importance of understanding time, the teacher elicited many responses ranging from pupils realising the importance for getting to school on time to not being late in catching an aeroplane. Pupils thus understood the relevance of their learning and Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.5

Achievement of pupils

this motivated them to work enthusiastically and collaboratively, enabling them to make excellent progress in their mathematics learning throughout.

p.6

Quality of teaching

Parents, carers and pupils are keen to express their views that teaching is of high quality. As one parent told the inspectors, ‘The teachers are the kind of people you remember all your life.’ These views were fully endorsed by the inspection.

p.6

Quality of teaching

Teaching is outstanding as it has many consistently strong features and results in almost all pupils making rapid progress. Teachers plan for the learning needs of all pupils; they set a good pace and extend thinking through effective questioning. They ensure that learning is fun. Teachers explain clearly to pupils what they will learn and how they will know if they have succeeded. There are strong relationships, with teachers and teaching assistants interacting well with pupils to support them in their learning. There are well-embedded systems for marking and giving feedback to pupils. Pupils respond extremely well to the ‘green pen’ system for self-assessment and peer marking. They follow up on their teachers’ comments for improvements or to answer an additional challenging question. In a few instances, the ‘green pen’ responses are absent in parts of pupils’ books.

p.6

Quality of teaching

In a `Success for All’ literacy lesson, the teacher set a very fast pace, with well- chosen activities that engaged and enthused all pupils. They made rapid progress as they practised their scanning and skim reading skills to identify spelling patterns. They rose quickly to the challenge of a two-minute edit to correct both the spelling and grammar of a sentence that the teacher had put on the board. In swiftly moving on to a comprehension exercise, pupils were able to first read the questions and identify which of the three possible types of response was required: ‘copycat,’ ‘text detective’ or ‘judge and jury’. This strategy of identifying response types before answering questions, which is applied consistently across the school, is very effective in developing sophisticated comprehension skills.

p.6

Quality of teaching

A scrutiny of pupils’ work confirmed that well-planned cross-curricular work helps pupils put their learning into context and use transferable skills. There is much evidence, for instance, of the use of data handling, scientific enquiry and the extended use of information and communication technology (ICT). An extensive range of activities have an excellent impact on pupils’ spiritual, moral, social and cultural development. These include creating art work inspired by Aboriginal paintings, discussing modern challenges such as endangered species, communal singing, reflection in assemblies such as on UNICEF’s ‘convention on the rights of the child’ agenda and writing acrostic poems on diversity.

p.6

Behaviour and safety of pupils

Most parents and carers believe that their children are very safe and that behaviour over time is good, both during lessons and as pupils move around the school. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.6

Behaviour and safety of pupils

Inspection evidence supports this view. The school has effective systems for promoting good behaviour through both rewards and sanctions. Pupils say that the ‘stay on green’ system is applied consistently. They told inspectors that teachers make regular reference to these rules and that pupils respond well to the positive reward strategies for good work, behaviour and attendance. Good behaviour was evident in lessons, assemblies and playtimes observed during the inspection. The behaviour of pupils and the extremely positive attitudes they demonstrate in lessons are major reasons why pupils are making outstanding progress.

p.7

Behaviour and safety of pupils

A few parents and carers raised concerns about the way in which the school deals with bullying. Pupils said that they feel safe and know that the school’s leaders and teachers will help with any problems brought to their attention. Pupils are aware of the various types of bullying and they say that there is no racist or cyber bullying. They felt, though, that at play times, some inappropriate name calling does occur and expressed the view that duty staff do not consistently take their concerns seriously enough and deal with them appropriately. The governing body and senior leaders are in discussions about how to enhance the skills of duty staff in order to resolve this issue.

p.7

Leadership and management

The school benefits from highly dedicated leadership from the executive headteacher, acting head of school and senior staff. Along with governors, leaders communicate a shared vision that is highly ambitious, aspiring for excellence in what every pupils and teacher can achieve. Highly effective strategies taken by the school have raised attendance since the time of the previous inspection and it is now high. Combined with the uncompromising focus on raising the quality of teaching, this has resulted in significant improvement in pupils’ achievement, which is now outstanding. These successes demonstrate that the school has an outstanding capacity for future sustained improvement.

p.7

Leadership and management

The school’s comprehensive development plans clearly identify appropriate priorities and actions. With success criteria specifically quantifying clearly the intended impact actions will have on pupils’ learning, improvements proceed at a rapid pace. Leaders support teachers very well through a programme of classroom observation, mentoring and professional development and by collaborating with its federated partner school to share expertise and learn from outstanding practice.

p.7

Leadership and management

The outstanding curriculum is broad and balanced. Combined with a wide range of extra-curricular opportunities, pupils have extensive creative learning opportunities to develop a wide range of skills and enjoy highly memorable experiences. Well- planned enrichment activities, including the use of a range of partners, such as the `Grazebrook’s Got Talent’ public performance, residential visits and the harmonious relationships evident in the school, ensure that provision for pupils’ spiritual, moral, social and cultural development is outstanding.

p.7

Leadership and management

Equality of opportunity is at the heart of the school’s work and hence all pupils Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.7

Leadership and management

achieve outstanding outcomes. There is no evidence of discrimination of any kind. The governing body monitors the work of the school closely and provides very strong support and challenge to school leaders to help drive improvement. Parents and carers views are actively sought via the parent council, which reports termly to the governing body. Clear policies and procedures for safeguarding are enacted thoroughly and monitored so that young people are kept safe at all times.

p.8

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

p.9

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

p.9

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

p.9

Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

p.9

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

p.10

Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

p.10

Common terminology used by inspectors

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

p.10

Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

p.10

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.10

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

p.10

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.10

Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

p.10

Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

p.10

Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

p.10

carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

p.11

Inspection of Grazebrook Primary School, London N16 0QP

Thank you for the warm welcome that you gave us when we visited your school. We greatly enjoyed talking to many of you and wish we had had more time to meet all of you. Yours is an outstanding school and these are some of the reasons why.

p.11

Inspection of Grazebrook Primary School, London N16 0QP

 Your executive headteacher, acting head of school, staff and governing body want to help you achieve your very best in all that you do.  You clearly enjoy school. You feel very safe at school, work well together in your lessons and generally behave well.  The school provides you with many enjoyable and fun learning opportunities during the school day as well as after school, including visiting so many interesting places.  Your teachers prepare excellent lessons, and work with you to make your learning very exciting. They give you really useful feedback to help you improve your work and you respond really well to their comments with your own ‘green pen’ marking. This helps you learn from your mistakes and improve your work.

p.11

Inspection of Grazebrook Primary School, London N16 0QP

Even outstanding schools have things that could be better. You told us that sometimes when pupils call each other inappropriate names in the playground, the adults on duty do not always deal with your concerns to stop it happening. We have asked the school leaders to ensure that all staff listen to your concerns and respond to them quickly and appropriately. You can help to improve your school by encouraging your fellow pupils to never call each other names, even as a joke.

p.11

Inspection of Grazebrook Primary School, London N16 0QP

We wish you every success and happiness in the future.

p.11

Inspection of Grazebrook Primary School, London N16 0QP

David Radomsky Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

p.11