St Mary's Kilburn Church of England Primary School

St Mary's Kilburn Church of England Primary School Inspection report

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Unique Reference Number 100042 Local Authority Camden Inspection number 354790 Inspection dates 5–6 May 2011 Reporting inspector Jane Chesterfield

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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 Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 230 Appropriate authority The governing body Chair Fr Andrew Cain Headteacher Andrew Ceresa Date of previous school inspection 13 November 2007 School address Quex Road London NW6 4PG Telephone number 02076248907 Fax number 02073721611 Email address admin@stmarykilburn.camden.sch.uk

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Age group 3–11 Inspection dates 5–6 May 2011 Inspection number 354790 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 .

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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 123 4234 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. They visited nine lessons taught by eight teachers. They held meetings with pupils, staff and members of the governing body. Inspectors observed the school's work and looked at school policies and documentation, safeguarding records, pupils' work, assessment data, monitoring records, strategic planning and the minutes of governing body meetings. Questionnaires completed by staff, pupils and 58 parents and carers were analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The current picture of attainment and progress throughout the school in writing.  The impact of strategies to improve outcomes in Key Stage 1.  The improvements in teaching, particularly challenge and marking.  The impact of leaders at all levels on school improvement.

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Information about the school

St Mary's Kilburn is an average sized primary school serving a residential area of inner London. Almost half the pupils are known to be eligible for free school meals, which is high compared with the national picture. Most pupils are from minority ethnic backgrounds, and more than half speak English as an additional language. These figures are high compared with the national average. The proportion of pupils with special educational needs and/or disabilities is above average, and the proportion with a statement of special educational needs is high. These needs relate mainly to behavioural difficulties or specific learning difficulties. Early Years Foundation Stage provision is offered in the school's Nursery and Reception classes. The school has gained Healthy Schools status. There was some turnover of staff at the beginning of this academic year.

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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

St Mary's Kilburn is a good school which has improved considerably since its last inspection. Pupils make good progress and achieve well during their time at the school. They are happy at school, and their parents and carers are pleased with what the school has to offer them. One parent said: 'I feel it is a special, friendly school underpinned by strong Christian values, helping my child develop to his full potential and instilling a love of learning.' Another commented: 'The school and teachers are amazing: hardworking and dedicated to providing the best future for our children.' Thanks to the good pastoral care, pupils are kept safe at school and have many adults to turn to if they have a problem. Throughout the school, pupils have a clear understanding of right and wrong, and are keen to take on responsibility. Pupils get on well together and are supportive of one another. They have a good understanding of how to live a healthy

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Main findings

lifestyle, reflected in the Healthy Schools status. They enjoy their lessons and the other activities provided by the school. There has been an improving picture of pupils' achievement since the last inspection, particularly in the Early Years Foundation Stage and in Key Stage 2. The school has identified that pupils' progress is not as rapid in Key Stage 1, because teaching is not as consistently good as it is in the rest of the school. It is taking steps to ensure that pupils in Years 1 and 2 build on their good achievement in Nursery and Reception, so that they enter Key Stage 2 with better levels of attainment. Transition procedures into Year 1, for example, are currently being revised with the intention of helping pupils to settle more quickly. By the time pupils leave Year 6, their attainment in English and mathematics is broadly average. The school is aware that attainment in writing throughout the school is

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Main findings

relatively weaker than in reading and mathematics. As a result, it is reviewing its curriculum in order to offer pupils more opportunities for writing for different purposes and for being creative in their writing. Improvements in pupils' achievement are the result of better teaching and assessment. Good new systems for assessing and tracking pupils' progress have been introduced, with extensive training for staff on how to implement these systems effectively. This means that teachers are now much more aware of the needs of the different pupils in their class, and are pitching tasks more accurately to give all groups the right amount of challenge. Marking and target setting are more rigorous in most classes, so that pupils, particularly those at the top end of the school, have a better understanding of how to improve their work and reach higher levels. The headteacher and senior staff are ambitious, have accomplished much and give the

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Main findings

school focused direction. Systems for monitoring the work of the school are thorough and effective, highlighting strengths and areas for development. School self-evaluation is realistic and accurate, and the school improvement plan focuses on the right areas for

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

development. The governing body is involved well in holding the school to account. Although a number of senior and middle leaders have left for promotion, new leaders have been integrated quickly into the leadership structure and have a clear understanding of what is expected of them. Senior staff know what needs to be done next to move the school forward. Consequently, the school has good capacity for further continuous improvement.

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What does the school need to do to improve further?

 Raise attainment in writing across the school, by increasing the range of writing opportunities across the curriculum in all year groups.  Improve achievement in Key Stage 1, by ensuring that all teaching matches the quality of the best practice.

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Outcomes for individuals and groups of pupils 2

The work seen in lessons and in pupils' books confirms that attainment is broadly average at the end of Key Stage 2, and that pupils achieve well from low starting points. Teaching styles are very supportive of the large numbers of pupils who are learning English as an additional language, so that they make good progress. Pupils with behavioural difficulties and with specific learning difficulties also make good progress, thanks to good-quality personalised support both in and out of class. In class, pupils are well behaved, attentive and ready to learn. In a Year 6 English revision lesson, for example, pupils were keen to show that they understood the features of writing a biography, and what made it different from an autobiography or a diary. They responded eagerly to their teacher's questioning and made thoughtful suggestions as to how they could make their writing lively and engaging. Similarly, in a Year 2 mathematics lesson, pupils were very involved in their

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Outcomes for individuals and groups of pupils 2

learning, and ready to participate and discuss their ideas and thought processes. This enabled the teacher to check their understanding and correct any misconceptions. Sometimes, particularly in some Key Stage 1 lessons, teaching does not engage pupils fully and they are passive and slow to put forward their ideas. Pupils are sensible and considerate in the way they move around the school. They understand how to keep themselves and others safe. Pupils' spiritual, moral, social and cultural understanding is good. Their participation in the 'Big Draw' art event is a good example of how the school promotes their sense of their own self-worth and of being part of the whole community. Pupils understand the school's values and ethos, and realise the role that they play in its life. They appreciate being recognised as 'saint of the week' or being nominated for 'May King and Queen' because of the contribution they make. They

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Outcomes for individuals and groups of pupils 2

mix harmoniously and respect one another's differences. Pupils' attendance has improved and is now above the national average. They are well prepared for secondary school and for later life, thanks to their improving attainment and attendance and their strong social skills.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

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

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

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?

Throughout the school, teachers have good relationships with their classes and manage them well, creating a positive climate for learning. They use resources well, especially visual aids which are particularly helpful for pupils learning English as an additional language. In most lessons there is good pace to the teaching and learning, and teachers keep a constant check on pupils' understanding through their use of questioning. Close attention is given to lesson objectives and success criteria, so that pupils know what is expected of them and how they will achieve it. Occasionally, tasks are not well matched to pupils' needs, particularly in some Key Stage 1 lessons and, as a result, their rate of learning is slower. There are some excellent examples of high quality marking and feedback to pupils, though these are not applied consistently in every class. Teachers do not always have high enough expectations for the quality of pupils' presentation of their

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How effective is the provision?

work. The school offers pupils a good curriculum with a secure grounding in literacy and numeracy and thorough coverage of other subjects. The curriculum has been reviewed and improved in depth and range, with an increased focus on subjects such as music and physical education, and the introduction of Spanish as a modern foreign language. There are good extra-curricular opportunities, and pupils talk with enthusiasm of representing the school in sports teams or as part of the choir. The school is currently reviewing the curriculum with the aim of creating more links between subjects. This is intended to

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

enable pupils to use their skills in different situations and to have more opportunities to write at length in different subjects. The quality of care, guidance and support is good, particularly for pupils who are vulnerable. The school works closely with parents and carers, and draws effectively on the expertise of outside professionals and external agencies. Ongoing efforts to improve attendance have been successful, taking it from average to above average levels this year.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher and senior staff are committed to giving pupils the best possible start to their education, and have successfully improved provision and outcomes for pupils. The headteacher and deputy headteacher form a strong partnership, and they give effective support to those leaders who are new to their roles. New subject leaders have been given the time, opportunity and training to carry out their roles competently, and they are tackling the task of raising achievement in their areas with enthusiasm and confidence. It is too soon yet to evaluate the impact they are having. The governing body has a good awareness of the school's strengths and weaknesses, and has improved its capacity to challenge the school and hold it to account. Procedures for child protection are robust and staff training is up to date. Required checks on adults who come into contact with pupils are carried out promptly. The school promotes equality of opportunity and tackles

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How effective are leadership and management?

discrimination well. The performance of the many different groups within the school is carefully tracked year on year, and effective action taken to remove their barriers to learning. The school has built good relationships with parents and carers, and keeps them well informed, especially through the use of modern technology. Outside partnerships, particularly those with local authority services, benefit pupils and give them access to opportunities and expertise which they might not otherwise have. The school makes a good contribution to community cohesion. There are close links with the local community, particularly through the church, and the many different cultures represented within the school are celebrated and respected. The school is now using its connections through the church to develop links with other schools nationally and globally, to help the pupils understand what life is like for children living and learning elsewhere.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

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

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Early Years Foundation Stage

Children make good progress in the Early Years Foundation Stage. Relationships between adults and children are very supportive, and consequently children feel safe and secure. They enjoy exploring the good range of activities available to them, both indoors and in the recently extended outdoor area. During the inspection, some good work was seen promoting problem solving, reasoning and numeracy inside and outside the classroom, with children keen to work together independently to measure different resources. Adults work well with children, promoting their speaking and listening skills and developing their vocabulary. The school recently identified the need to create more opportunities for children to develop their writing skills and has set up new role-play and writing areas for this purpose. However, children are sometimes slower to choose writing than other activities, and staff are endeavouring to encourage their interest and develop their

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Early Years Foundation Stage

confidence in this area. The Early Years Foundation Stage is well led. Systems for monitoring children's progress and identifying areas for development are simple, streamlined and efficient, enabling staff to plan accurately to meet the needs of individuals. Very positive working relationships have been fostered with parents and carers, who are welcomed into the setting and fully involved in their children's learning. The introduction of 'Wow' cards, enabling parents and carers to highlight their children's achievements at home, is a good example of this.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Views of parents and carers

The proportion of parents and carers who responded to the questionnaire was lower than average. Those who responded were pleased with the school and what it offers their children. Almost all felt that their child enjoys school, that the school informs them about their child's progress and that the school helps their child to have a healthy lifestyle. A few felt that the school does not deal effectively with unacceptable behaviour, that the school is not led and managed effectively, or that the school does not take account of their suggestions and concerns. Inspectors investigated these concerns but found no evidence to endorse them. During the inspection, management of pupils' behaviour in class and around the school was good, and no lessons were disrupted in any way by unacceptable behaviour. The school is led and managed well and, as a result, there has been a great deal of improvement in provision and outcomes for pupils. The school is always ready to

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Views of parents and carers

listen to parents' and carers' suggestions and concerns, and both teachers and senior staff are accessible to parents and carers at the beginning and end of the day. Increased use of new technology is currently improving channels of communication still further.

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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 St Mary's Kilburn Church of England 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 58 completed questionnaires by the end of the on-site inspection. In total, there are 230 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 34 59 22 38 1 2 0 0 The school keeps my child safe 33 57 22 38 3 5 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 25 43 32 55 1 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 28 48 26 45 3 5 0 0

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Total % Total % Total % Total %

The teaching is good at this school 34 59 22 38 1 2 1 2

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Total % Total % Total % Total %

The school helps me to support my child's learning 30 52 25 43 2 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 28 48 29 50 1 2 0 0

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Total % Total % Total % Total %

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 31 30 52 2 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 20 34 32 55 4 7 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 19 33 30 52 8 14 1 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 19 33 31 53 6 10 1 2

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Total % Total % Total % Total %

The school is led and managed effectively 18 31 30 52 8 14 1 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 30 52 22 38 6 10 0 0

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Total % Total % Total % Total %

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 2010 to 31 December 2010 and 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. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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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4PG

Thank you for making us so welcome when we visited your school recently and for helping us with the inspection. We really enjoyed talking to you, looking at your work and sharing your lessons. We found that St Mary's is doing well and giving you a good start to your education. These are just some of the things we liked about your school.  You enjoy coming to school and your attendance has improved.  You are well cared for and those of you with particular needs are well supported.  You are making good progress in your lessons, because you are well taught.  You behave well in lessons, around school and in the playground.  You have good relationships with one another and with your teachers, and you show respect for the different backgrounds of others.  You make a good contribution to the daily life of the school.  The senior leaders are doing a good job and know how to make the school even

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4PG

better. To help the school improve further, this is what we have asked the staff to do.  Make sure that you all do as well as you can in your writing.  Make sure that those of you in Key Stage 1 learn as well as those in the Early Years Foundation Stage and Key Stage 2. You can help by trying not to make mistakes in your written work, by using the best words you can think of to make your writing interesting, and by making sure your work is as neat and tidy as possible.

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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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