Hermitage Primary School

Age group 3–11 Inspection date(s) 14–15 March 2012 Inspection number 376487 Hermitage Primary School Inspection report

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Unique reference number 100936 Local authority Tower Hamlets Inspection number 376487 Inspection dates 14–15 March 2012

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

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 284 Appropriate authority The governing body Chair Jake Kemp Headteacher Zoe Howe School address Vaughan Way E1W 2PT Telephone number 020 7702 1037 Fax number 020 7702 4458 Email address admin@hermitage.towerhamlets.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 after children, safeguarding and child protection.

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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’.

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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. 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

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Introduction

This inspection was carried out with two days' notice. Inspectors observed teaching and learning in 24 lessons, taught by 13 teachers including observations of lessons with a particular focus on the teaching of letter sounds and combinations (phonics). Inspectors listened to the reading by, and held separate discussions with, two groups of pupils. Meetings were held with the Chair of the Governing Body and school staff. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work, including looking at pupils’ books. They scrutinised a number of documents, including assessment data, relevant policies, monitoring evidence, curriculum and strategic planning, and questionnaires completed by 87 parents and carers, 27 staff and 97 pupils.

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Information about the school

Hermitage Primary School is of an average size and has one and a half forms of entry from Nursery to Year 4 and one form in each of Years 5 and 6. The school’s roll is growing as it increases in popularity in the community. Since the last inspection, the school has experienced significant changes and challenges, including the appointment of a new headteacher and a period of staffing turbulence. Almost all of the pupils are from minority ethnic heritages, with the largest group being of Bangladeshi heritage. The proportions of pupils who speak English as an additional language and those known to be eligible for free school meals are well-above average. The proportion of disabled pupils and those with special educational needs is below the national average, as is the number with a statement of special educational needs. The school meets the current government floor standards for performance at the end of Year 6 in English and mathematics. The Nursery and

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Information about the school

Reception classes provide for children in the Early Years Foundation Stage. The school has achieved the Silver Eco Award. 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

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Key findings

 Hermitage is a satisfactory school, which is improving rapidly. The overall effectiveness is satisfactory, rather than good because: − the improved rates of pupils’ progress evident at the time of the inspection have not yet been sustained for a sufficient period of time − progress in Key Stage 1 is improving, but at a slower rate and, consequently, attainment in national assessments and especially in mathematics for this key stage is below average overall − the teaching, although satisfactory overall, is not consistently sufficiently good.

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Key findings

 Achievement is satisfactory overall because the pattern of progress is variable across the school. Pupils make good progress in the Early Years Foundation Stage from low starting points and, recently, progress across Key Stage 2 has been good overall, allowing pupils to reach average attainment by the end of Year 6. Progress across Key Stage 1, however, and in some Key Stage 2 classes is less consistent and is satisfactory overall.

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Key findings

 The quality of teaching is satisfactory, with the proportion of good teaching increasing, but not yet consistent enough. In the best lessons, teachers’ subject knowledge is good and they use questioning effectively to assess pupils’ progress throughout the lesson. However, too many lessons lack challenge, the pace is not brisk enough, and assessment information is not used to best effect to match work to pupils’ individual needs. Pupils have short-term targets, but are not involved in the setting of long-term goals, limiting their responsibility for their own learning.

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Key findings

 Throughout the school, pupils have positive attitudes, showing enjoyment and enthusiasm in their activities. One parent said ‘My children enjoy going to school and are enthusiastic about what they learn.’ Good behaviour is promoted by a safe and welcoming learning environment and pupils’ good spiritual, moral, social, and cultural development. 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

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Key findings

 Leadership and management are good. The headteacher’s very clear vision for school improvement and accurate monitoring and self-evaluation have enabled leaders at all levels to drive improvement strongly through robust performance management and a training programme, so that the quality of teaching is improving significantly.

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Key findings

Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 ,Raise attainment in all subjects in both key stages and particularly at Key Stage 1 by July 2012 by ensuring that all pupils make consistently good progress.

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What does the school need to do to improve further?

 Accelerate and increase all pupils’ progress by quickening the school’s drive for consistently good teaching through:  using and building upon the existing thought-provoking teaching and learning in the school to inspire and challenge all pupils  making use of the school’s progress information at all times to match activities closely to age, ability and interests of all pupils  getting lessons off to a rapid start, with pupils spending less time listening and more time actively involved in learning activities  increasing the responsibility of pupils for their own learning and progress by sharing longer-term curriculum targets and increasing opportunities in lessons for self-assessment.

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Achievement of pupils

Most parents and carers feel that their children make good progress in school. Inspection evidence shows that progress and attainment are variable and therefore achievement is satisfactory overall. The most recent national assessments of reading, writing, and mathematics in Key Stage 1 show that attainment by the end of Year 2 has been significantly below that found nationally. By the end of Year 6 in 2011, as a result of improved teaching and appropriately targeted support, pupils’ attainment was average in both English and mathematics, indicating at least good progress from very low starting points for this cohort.

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Achievement of pupils

Children begin school with knowledge and skills lower than the levels expected for their age and, as a result of good provision, make a strong start in the Early Years Foundation Stage to reach outcomes that, most recently, have been above the national average. Children cooperate well in pairs and small groups, taking turns 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

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Achievement of pupils

sharing fairly. In well-taught lessons, the teacher uses skilful questioning techniques to encourage children to explore their learning and make good progress. For example, in one lesson, children were enthusiastically engaged in placing shapes on the floor to make a tessellation mat. They waited patiently for their turn, listening carefully while individual children explained why they had put their shape in a particular position. One girl was able to explain clearly that it was ‘because there wouldn’t be a gap between the shapes because there are no gaps in a tessellation’.

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Achievement of pupils

To improve attainment and progress in mathematics across Key Stage 1, lessons are taught by senior teachers and, consequently, pupils’ progress is accelerating and attainment is now closer to national expectations. With the introduction of a well- delivered systematic phonics programme and effective individual support provided by the reading recovery teacher, pupils’ progress has quickened and attainment in reading and writing in Key Stage 1 is now closer to national expectations. When the activity is targeted to ability well, pupils make good progress with their learning. For example, in a Nursery/Reception class, a group of middle-ability children were observed linking sounds and letters and were able to demonstrate their ability to identify, say with good pronunciation, and write words that contained the sound ‘oa’. At the same time, a group of more-able learners were supported well by a teaching

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Achievement of pupils

assistant, exploring the sound ‘oi’ and using it successfully in words such as ‘coin’. However, where the grouping of pupils is selected less well and pupils are repeating sounds that they are already secure in, pupils become restless. For example, in a Year 1 lesson when pupils were practising the sound ‘igh’, several pupils, already secure in this sound, lost concentration and made more limited progress in their learning.

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Achievement of pupils

Although not consistent across each year group, there is a rapidly improving picture in Key Stage 2, particularly in reading and mathematics, with standards broadly in line with national expectations by the end of Year 6. As a result of increased opportunities for focused writing activities across the curriculum and regular guided reading lessons, pupils’ progress in writing improves over time, so that by the time they reach Year 6, standards in attainment are closer to national expectations. In lessons observed, where activities were well-structured, pupils made good progress when working in ability groups on a range of well-planned reading and writing activities, including adult-led discussions and opportunities for children to read age- appropriate books independently at their own pace. It is evident, however, that, occasionally, progress is less good, especially when pupils are left for too long

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Achievement of pupils

without adult intervention and do not have any strategies to find out the meaning of words that they did not understand.

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Achievement of pupils

There is no significant difference between the achievements of different groups. This includes pupils known to be eligible for free school meals, pupils from minority ethnic heritages, and those who speak English as an additional language. Well-targeted and effective intervention and very good support from teaching assistants ensure that disabled pupils and those with special educational needs, or those at the early stage of learning English, make at least satisfactory, and some make good, progress overall. 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

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Quality of teaching

Most parents and carers who responded to the inspection questionnaires said that they felt their children were taught well. However, inspectors found a varying picture in the quality of teaching, which is satisfactory overall and reflects some inconsistencies in the rates of progress across the school. However, as a result of robust improvement strategies and the development of a rich and balanced curriculum which enables pupils to develop their basic literacy and numeracy skills across a range of subjects, teaching has improved significantly. Good teaching was observed, but is not yet embedded in all classes. The best teaching is lively, well- planned and resourced, engages pupils of varying needs and abilities effectively and quickly, and contributes well towards pupils’ social, moral, spiritual, and cultural development. Sometimes, learning is delayed because the teacher spends too long introducing the lesson, or tasks are not designed appropriately to meet varying

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Quality of teaching

needs. As a result, pupils become passive and progress slows. In the best lessons, teachers use their good subject knowledge to ask questions which probe pupils’ learning and understanding. They use strategies such as ‘learning sticks’ to select pupils to answer questions, enabling them to check constantly on all pupils’ understanding. Teaching assistants make a very positive contribution to learning, especially for those pupils who speak English as an additional language, disabled pupils and those with special educational needs. For example, in a Year 5 lesson, when most pupils were writing a script for an interview, those who spoke English as an additional language were able to develop their speaking and listening skills while making a recording of an interview.

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Quality of teaching

Pupils’ progress is assessed accurately and tracked and this usually links well to individual short-term targets. However, pupils are less aware of their long-term learning goals and how to achieve them. Marking is often clear and evaluative and most pupils have a good understanding of their strengths and weaknesses and know what to do to improve. On the occasions when it is less thorough or when opportunities for pupils to assess their own work are limited, responsibility for their own learning is impeded.

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Behaviour and safety of pupils

The tone is set from the start of every day, when the headteacher meets and greets every parent, carer and pupil at the school gate. Almost all of the parents and carers who responded to the inspection questionnaire indicated that their children feel safe at school and that the pupils behave well. The pupils confirm that view. The staff have ensured that the school is a harmonious community, in which pupils get on well together and with the staff, both in lessons and when socialising. Levels of attendance have improved significantly since the last inspection and are now average overall.

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Behaviour and safety of pupils

The inspectors found the pupils’ behaviour to be good, especially when activities in lessons were challenging and pupils were well-motivated. Pupils, generally, respond 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

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Behaviour and safety of pupils

very well to the teachers’ instructions. School records indicate that behaviour is typically good and show that there have been few behavioural incidents over time and the incidence of exclusions is very low. There have been no racist incidents recorded in recent years. Pupils are well-aware that bullying takes different forms, such as cyber and homophobic bullying, and understand well how to respond if they come across any. However, they say that bullying very rarely occurs. A few parents and carers raised concerns about the school’s response to bullying. Inspectors found that instances of bullying are very few, because bullying is not tolerated by the school. If it occurs it is dealt with promptly.

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Leadership and management

The headteacher has brought stability and a vision for improvement, shared by all staff, in every aspect of the school’s work. Significant improvements in teaching have ensured that all teaching is at least satisfactory, with more that is now good, but the school recognises there is still more to be done. This has been achieved by a vigorous approach to professional development from which all staff, including support staff, benefit and good practice is recognised and shared. Self-evaluation is rigorous and accurate and feeds into the school’s development plan, together with a planned programme of training for staff in order to raise their skills and pupils’ attainment further.

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Leadership and management

Middle leaders have grasped the opportunity to be involved in school improvement eagerly and their work in developing the curriculum and improving literacy and numeracy across the curriculum is having a positive impact on attainment and progress. The governing body knows the school well, is very supportive and challenges it to do even better.

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Leadership and management

School leaders ensure that safeguarding policies and procedures and arrangements for child protection meet requirements fully and pupils whose circumstances make them potentially more vulnerable are supported very well. Discrimination of any type is not tolerated by leaders and staff and the school ensures that all pupils have an equal chance to succeed and that their views are valued.

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Leadership and management

The good curriculum contributes very well towards pupils’ spiritual, moral, social, and cultural development and contains a broad range of interesting experiences to extend learning opportunities. Pupils develop an appreciation of the wider spiritual and cultural values through an extensive range of visits, topic work, art and music. For example, all pupils are taught by specialist teachers to play a musical instrument.

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Leadership and management

The school works hard to promote a good relationship and partnership with parents and carers and a range of local businesses and educational establishments with considerable success. The recent improvements in teaching, pupils’ progress, and in 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

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Leadership and management

attendance and governance since the last inspection demonstrate the capacity for improvement.

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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.

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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

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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.

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Type of school Outstanding Good Satisfactory Inadequate

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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

main findings from the inspection of their school.

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Inspection of Hermitage Primary School, Tower Hamlets, E1W 2PT

Thank you for the warm welcome you gave us when we visited your school this week. I would particularly like to thank those of you who gave up your free time to talk about the school and those of you that completed a questionnaire.

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Inspection of Hermitage Primary School, Tower Hamlets, E1W 2PT

This is what we have said about your school in our report.

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Inspection of Hermitage Primary School, Tower Hamlets, E1W 2PT

 Yours is a satisfactory school, which is improving quickly.  Your achievement is satisfactory because not all of you progress as well as each other and some of you have attainment below the national average.  The youngest children get a good start in the Nursery and Reception Year.  The teaching you receive is at least satisfactory and often good.  The curriculum is adding enjoyment to your learning and helping you to learn more quickly.  You behave well, show respect for each other and know how to keep safe.  Your school is led and managed well and that is why it is improving quickly.

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Inspection of Hermitage Primary School, Tower Hamlets, E1W 2PT

This is what we have asked your school to do to help it improve.

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Inspection of Hermitage Primary School, Tower Hamlets, E1W 2PT

 Help pupils in Key Stage 1 and in some classes in Key Stage 2 to make faster progress in reading, writing and mathematics.  Make sure that all the teaching is as good as the best lessons and ensure that you are working in each lesson right from the start and that activities are matched to your needs and interests well.  Find ways to share with you your long-term curriculum goals and ensure that you know what you have to do to reach them.

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Inspection of Hermitage Primary School, Tower Hamlets, E1W 2PT

You can all play your part by attending regularly and continuing to work as hard as you can. I wish you all the very best for the future.

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Inspection of Hermitage Primary School, Tower Hamlets, E1W 2PT

Barbara Firth Lead inspector (on behalf of the inspection team) 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 .

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