Beecroft Garden Primary

Brockley Primary School Inspection report

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Unique Reference Number 100674 Local Authority Lewisham Inspection number 354862 Inspection dates 24–25 November 2010 Reporting inspector Sarah McDermott

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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 250 Appropriate authority The governing body Chair Malcom Snell Headteacher Evelyn Igbinigie Date of previous school inspection 9 July 2008 School address Brockley Road, Brockley London SE4 2BT Telephone number 020 8692 2762 Fax number 020 8694 9976 Email address admin@brockley.lewisham.sch.uk

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Age group 3–11 Inspection dates 24–25 November 2010 Inspection number 354862 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 1234 234, or email enquiries@ofsted.gov.uk .

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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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. The team observed 11 teachers and 11 lessons. The inspectors held meetings with the headteacher, members of the governing body, staff and groups of pupils. They scrutinised pupils' work and the data the school had collected on pupils' academic progress and attendance. They also looked at the school development plan, investigated procedures for keeping pupils safe and analysed the responses to questionnaires from pupils, staff and 52 parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas:  the extent to which different groups of pupils, such as girls in Key Stage 1 and pupils who do not claim free school meals in Key Stage 2, make similar progress  the consistency of the quality of teaching and learning across all classes in raising attainment in English and mathematics

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Introduction

 the effectiveness of the contribution of all leaders, including members of the governing body, to school improvement  whether all pupils behave well enough.  how successfully the school is encouraging parents and carers to be active partners in their children's learning.

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Information about the school

Brockley Primary is an average-sized, one form-entry school with an extra class in Year 1 and in Year 2. A very large majority of the pupils are from minority ethnic groups, mostly Black Caribbean. More pupils than average are known to be eligible for free school meals. Nearly half the pupils speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is higher than in most primary schools. The Early Years Foundation Stage comprises one Nursery class and one Reception class. Most children attend Nursery part time, either in the morning or afternoon, and a few stay for the full day. The governing body does not manage the breakfast or after school care, although a private provider runs child care on the site. 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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Main findings

In accordance with section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement. None of the pupils makes sufficient progress in their learning; it is inadequate. Of particular concern is the lack of progress in Key Stage 1. Pupils enter Year 1 from the Early Years Foundation Stage with skills that are well below expectations for their age. Over time, pupils do not gain sufficient ground in their learning to recover sufficiently from very low levels of attainment reached by the end of Year 2. Despite extra booster sessions and one-to-one tuition that help pupils in Year 5 and Year 6 accelerate learning, pupils do

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Main findings

not make enough progress over Key Stage 2 to raise attainment to levels similar to those seen nationally. For the last five years, pupils have scored significantly below the national average in their Year 6 tests for English and mathematics. The quality of teaching is slowly beginning to improve in a few classes, but it is still not good enough to quicken pupils' learning so that they achieve as well as they should. A high turnover of staff has militated against consistently high expectations being assured in all lessons. Teachers do not match work carefully enough to meet the needs of all the pupils in their class. Often, able pupils find the work too easy and those who are not fluent in English have difficulty reading instructions. Marking and target setting are sporadic and do not always give pupils sufficient pointers on how to improve their work. Consequently, pupils do not know how well they are doing. Leaders have not been active enough in investigating why attainment

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Main findings

has been low in English and mathematics for so long, or how they could adapt the way lessons are delivered to meet pupils' needs. The curriculum provides insufficient coverage of science, history and geography. This not only deprives pupils of opportunities to extend their experiences beyond their everyday lives, but also means opportunities are missed to extend and stimulate writing. Pupils are keen to do more art, design and technology and music to move their school day from the routine to the more exciting. The school development plan sets out a well-defined timescale for improvement and the headteacher has a clear list of priorities. However, with some senior leaders being very new to their role and some absent, the school currently does not have a strong enough team to bring about the necessary improvement in performance. Senior leaders do not spend enough time observing lessons to gain a clear picture of why pupils are not making

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Main findings

the progress that they should. Without this knowledge, they are unable to be fully effective in raising standards and improving achievement. Despite the involvement of external professionals in supporting improvement, several teachers and teaching assistants feel appropriate provision is not made for their professional development. Links with experienced practitioners to assist in raising achievement are not yet having the 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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Main findings

desired effect. New appointments to the governing body have brought professionalism and challenge and governors are keen to take action to tackle pupils' underachievement. Pupils' spiritual, moral, social and cultural development is satisfactory. Pupils are safe in the school's care. Most pupils behave well although there is a small number who lack self- discipline. However, effective management ensures that disruption to learning is kept to a minimum. The rate of attendance has improved and is average. Nevertheless, pupils' low literacy and numeracy skills do not put them on an equal footing with similar pupils in other schools, so they are ill-prepared for secondary school and the eventual world of work.

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What does the school need to do to improve further?

 Raise attainment and accelerate progress in English and mathematics consistently across all year groups so that by the end of Year 6, pupils have reached standards that are closer to national age-related expectations.  By July 2011, improve the quality of teaching and learning so more lessons are good than satisfactory and none is inadequate through: checking that work and activities are matched accurately to the needs and abilities of individual pupils ensuring teachers mark work and set personal targets that allow the pupils to take more responsibility for their own learning giving pupils more chance for creative first-hand experiences to extend opportunities for lively writing.  By July 2011, increase the contribution and effectiveness of senior and middle managers to secure sustainable improvement by: observing lessons in order to identify what is required to improve the quality of teaching and learning, and taking steps to ensure that they improve

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What does the school need to do to improve further?

extending opportunities for successful professional development through links with expert practitioners beyond the school to guide leaders at all levels in their actions to raise attainment.

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Outcomes for individuals and groups of pupils 4

Pupils' attainment in English and mathematics is well below expectations for their age: their academic achievement is not good enough. The learning of many pupils has suffered partly because they have had several teachers over a year and good habits have not been instilled. Pupils with special needs and/or disabilities and those who do speak English as an additional language feel at ease in the school but fail to make the progress they should because they are either left to struggle or given work that is undemanding. Most pupils behave well in lessons, but many lack a sense of urgency and underachieve because they produce little work in the time given. Presentation is often shoddy, not helped by widespread use of pencil up to Year 6. In some classes, pupils engage well with each other to develop their learning. For example, pupils made great strides in converting percentages to fractions when they had a chance to talk with partners to test their

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Outcomes for individuals and groups of pupils 4

theories. When activities are inspiring and catch pupils' imagination, as in a literacy lesson 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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Outcomes for individuals and groups of pupils 4

to write letters to Santa Claus, pupils respond well and make good progress. More often, pupils lack sparkle and zest in their learning. They tend to wait to be told what to do and are reluctant to offer ideas and suggestions. Relationships between pupils are satisfactory and new pupils settle in with help from friends. Pupils feel safe and know whom to turn to if at all worried. They say any incidents of poor behaviour are dealt with promptly and consistently. Most pupils know what they should do to lead healthy lives. A growing number are walking to school. However, some pupils do not apply their learning about healthy food and too readily throw away good food at lunchtime. School councillors are proud of their responsibilities as ambassadors for the school. Several pupils talked enthusiastically about their contribution to the design for the new building. However, pupils are not sufficiently involved in helping to shape the

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Outcomes for individuals and groups of pupils 4

curriculum so that it is more personally relevant and stimulating.

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Outcomes for individuals and groups of pupils 4

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 4

Pupils' achievement and the extent to which they enjoy their learning 4

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Outcomes for individuals and groups of pupils 4

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 4

The quality of pupils' learning and their progress 4

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Outcomes for individuals and groups of pupils 4

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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Outcomes for individuals and groups of pupils 4

The extent to which pupils adopt healthy lifestyles 3

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Outcomes for individuals and groups of pupils 4

The extent to which pupils contribute to the school and wider community 3

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Outcomes for individuals and groups of pupils 4

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 4

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 4

The extent of pupils' spiritual, moral, social and cultural development 4

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Outcomes for individuals and groups of pupils 4

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

The quality of teaching is inadequate. A high turnover of staff results in lessons which are not planned on the basis of previous assessment and so do not cater adequately for the needs of individual pupils. Consequently, pupils almost invariably all do the same work, though it occasionally differs for those who have special educational needs. Too many worksheets make learning dull and do not give the more-able pupils scope to write with imagination and independence. On occasion, lessons move along at a brisk pace, but too 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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How effective is the provision?

often teaching is not inspirational enough. The introduction of 'dialogue' between pupils is enlivening some lessons, but teachers are not always quick enough to notice if this is effective. In some lessons, pupils with special educational needs and/or disabilities and those with limited English are successfully enabled, by teaching assistants, to be full participants in the lesson. However, at other times these pupils are sidelined and given work that has no bearing on what their peers are doing in the main lesson. Marking is not regular or constructive and does not follow a consistent pattern between classes. A few teachers add useful extra tasks, but then fail to check pupils have done them to improve their work. Personal targets are not regularly set in all classes, so pupils do not have clear guidance on how they can improve their learning. The curriculum lacks vitality and relevance to many pupils, resulting in lacklustre learning

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How effective is the provision?

and underachievement. Pupils are proud of their displays in the corridors, but exercise books have scant coverage of more practical subjects such as art and design or thought- provoking themes linked to religious education. A heavy emphasis on lessons linked to literacy, phonics, reading and story time squeezes out other subjects to the detriment of creativity and imaginative experimentation. Despite this, writing standards are too low because the chance to write is not being threaded in interesting ways into other subject areas. Pupils look forward to their trips out of school and they are offered a satisfactory range of clubs. Pupils and their parents and carers feel welcome in school and able to turn to staff for help and advice. Care and attention for pupils whose circumstances make them vulnerable are satisfactory, aided by effective support from outside experts. The school has worked effectively to ensure most pupils attend regularly, checking carefully on those who miss

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 3

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How effective are leadership and management?

Leaders and managers have not acted effectively enough to tackle the low standards and underachievement. The headteacher, with some of her senior leadership team, is working closely with the local authority to drive improvement. However, the impact is too limited because of a series of staff absences and resignations, not least amongst the senior leadership group. Subject leaders, several of whom are new to their role, are insufficiently clear why pupils are not progressing as fast as they should. Not enough time is spent scrutinising pupils' learning from evidence in exercise books and in lessons. Consequently, the school's evaluation of its own performance is over-generous and not getting to the heart of the underachievement. The vacant inclusion manager post means academic 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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How effective are leadership and management?

support for pupils with special educational needs and/or disabilities and with English as an additional language is invariably undertaken on an impromptu basis in each class. Training sessions and opportunities for teachers and support staff to learn from excellent practice in other schools is not yet having sufficient impact on their own quality of teaching and support. The governing body is well organised and understands the challenges facing the school. Governors and all staff have been suitably trained in child protection procedures. Safeguarding systems are regularly reviewed and a close eye is kept on those pupils most at risk. The school communicates well with parents and carers, providing plenty of information on school activities and their children's progress. A significant number of parents are hard to engage in their children's learning, but gradually the school is seeing some success. The school's leaders ensure there is no discrimination of pupils, but

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How effective are leadership and management?

inadequate teaching means pupils do not have sufficiently equal opportunity to make the best of their time at school and achieve as they should. Staff ensure that school life is harmonious, with pupils appreciating each other's differences and celebrating the main religious festivals. Leaders monitor the welfare of different groups, but this has not yet extended pupils' experience of other ways of life by linking with different schools in the United Kingdom or across the world.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

Taking into account: The leadership and management of teaching and learning

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 3

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 4

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 3

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 4

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Early Years Foundation Stage

Children enter the Nursery and Reception at different times, often with underdeveloped skills and limited English language. Home visits help children to feel at ease on arrival and build up satisfactory relationships between parents and staff. Children make satisfactory progress across the Early Years Foundation Stage, with often good progress in their personal development and social skills. Behaviour is good and most pupils quickly learn 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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Early Years Foundation Stage

how to help clear up and look after each other. However, a few children find it difficult to interact and prefer to play on their own. In a good Reception lesson, the teacher made a point of putting children in pairs to sing 'Row, row the boat' so they could enjoy rocking to and fro together to develop their love of new words. However, progress in communication, language and literacy is too variable because not all staff are consistent in encouraging children to respond with more than one word answers. The new Early Years Foundation Stage leader plans lively activities that capture the children's imagination and encourage independence and exploration. However, this is more successful in the Reception class than in the Nursery class. Staff are building up their knowledge of how to match activities to children's needs. They all help in collecting observations of how each child is progressing, but the accumulated information is not yet

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Early Years Foundation Stage

used comprehensively enough in planning each day for children's personalised learning. Currently leaders are having a satisfactory effect on the children's learning, and lead with knowledge and enthusiasm.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 3

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Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 3

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Early Years Foundation Stage

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

About a fifth of parents and carers returned questionnaires. Very few contained additional comments. All those who responded believe their children enjoy school and almost all think their children are kept safe. A small minority have concerns that their children do not make sufficient progress and are not encouraged to lead healthy lives. The inspectors agree that not all pupils make adequate progress in their learning, but judge that the school supports pupils satisfactorily in leading healthy lives.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Brockley Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 52 completed questionnaires by the end of the on-site inspection. In total, there are 250 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 30 58 21 40 0 0 0 0 The school keeps my child safe 27 52 23 44 1 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 29 56 23 44 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 26 50 21 40 5 10 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 27 52 23 44 1 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 25 48 23 44 2 4 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 17 33 27 52 5 10 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 18 35 31 60 1 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 21 40 24 46 3 6 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 22 42 20 38 3 6 2 4

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 22 42 22 42 4 8 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 19 37 27 52 0 0 2 4

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 23 44 25 48 1 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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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.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

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

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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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

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on 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 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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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

main findings from the inspection of their school.

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Inspection of Brockley Primary School, London SE4 2BT

Thank you very much for helping us on the inspection by talking to us, completing the questionnaire and showing us what you can do. Your parents believe you are in safe hands when at school. We agree. We were impressed with the way most of you behave, although a few of you can be a little rowdy at break times and do not listen in lessons. You take healthy exercise but need to make sure you do not throw away good food at lunchtimes. We are glad that your attendance has improved and is now satisfactory. You need to improve your reading, writing and mathematics skills so that you have a wider choice of what to do when you are grown up, whether at university and or in work. At the moment, you do not make enough progress and do not reach the standards you should. Our main concern is that teaching, and the way lessons are organised, do not always help you make enough progress in your learning. We have put the school into 'special

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Inspection of Brockley Primary School, London SE4 2BT

measures', and the headteacher and governors will be given extra help to improve your learning. To make the school better we have asked the headteacher and the governors to do three things:  to help you make better progress so that you reach national standards in English and mathematics  to make sure teachers set you work that is not too easy or too hard, but just right, let you know how you are doing through marking and personal targets and make lessons more exciting to help you improve your writing  to develop the expertise of your senior teachers in identifying what is not going well and finding ways to improve things. We enjoyed our visit to your school. I am sure all your teachers will continue to work to make your school a special place for you. You can all help by continuing to be positive, helpful and make the most of your time at Brockley Primary.

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Inspection of Brockley Primary School, London SE4 2BT

Sarah McDermott Lead inspector 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 1234 234, or email enquiries@ofsted.gov.uk .

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