Pinner Wood School

Unique Reference Number 131577 Local Authority Harrow Inspection number 360296 Inspection dates 21–22 June 2011 Reporting inspector Martin Beale

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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 457 Appropriate authority The governing body Chair Michelle Weerasekera Headteacher Deborah Spruce Date of previous school inspection 17 March 2008 School address Latimer Gardens Pinner Middlesex HA5 3RA Telephone number 020 8868 2468 Fax number 020 8429 1629 Email address office@pinnerwood.harrow.sch.uk

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Age group 3–11 Inspection dates 21–22 June 2011 Inspection number 360296 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 four additional inspectors. They visited 30 lessons, observing 18 teachers. They held meetings with staff, groups of pupils, and members of the governing body, including the Chair. Informal discussions were held with parents and carers as they arrived with their children at the start of the day. Inspectors observed the school's work, and scrutinised assessment information, pupils' books, records of pupils' progress and school improvement plans. Inspectors analysed 122 questionnaires from parents and carers, 102 responses to the pupil survey and 41 responses to the staff questionnaire. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How effective are middle leaders and members of the governing body in supporting the drive for improvement?  What evidence is there of the impact of the school's action to improve pupils'

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Introduction

achievement in writing and mathematics?  How effectively do teachers use assessment information in lessons to meet the needs of all pupils and how well do they promote speaking and listening skills?

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Information about the school

Pupils are from a wide range of minority ethnic backgrounds in this larger than average sized primary school, and almost half speak English as an additional language. The proportion of pupils known to be eligible for free school meals is above average. The proportion of pupils identified with special educational needs and/or disabilities is well above average and rising. Their needs are mostly associated with specific learning difficulties. Considerably more pupils than in most schools join or leave other than at the usual times. Children in the Early Years Foundation Stage are taught in a Nursery and three Reception classes. The school has recently received the Information and Communication Technology Mark and achieved Healthy School status. The school shares its site with a recently opened children's centre.

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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

Pinner Wood Primary School has been on a journey of improvement since its last inspection under the headteacher's inspirational leadership. She has transformed the school into a reflective organisation which provides an outstanding quality of education. She is supported in the drive to achieve her ambitions by a highly effective leadership team and a challenging governing body. Through exceptionally well-targeted care, guidance and support, an outstanding curriculum and good and improving teaching, pupils make good progress across the school and achieve well from often low starting points and from whatever time they enter the school. Pupils' attainment by the end of Year 6 is average but rising.  Within a profile of good teaching there are some outstanding lessons that move learning forward rapidly. The focus on developing speaking and listening skills is highly effective and pupils are often seen to be engaged and absorbed in their

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Main findings

lessons. Although assessment information is used well to pitch lessons closely to the pupils' needs, this is not consistent across all classrooms in the challenge provided for the more-able.  The curriculum is rich and diverse, providing many memorable experiences for pupils on a daily basis. Learning is brought to life by the themes pupils study. The emphasis on basic skills has led to improved achievement in English and mathematics. Pupils' writing has improved by developing their skills in contexts they find engaging, generally closely linked to their topics.  There is a strong sense of community within the school based on understanding the needs of individuals and the early identification of difficulties newcomers might face. The school is very aware of the situations of pupils and their families, enabling staff to direct action to support their specific needs, particularly where their circumstances

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Main findings

make them potentially more vulnerable.  The extremely safe and secure environment, coupled with pupils' exemplary behaviour, results in a calm, harmonious and purposeful atmosphere throughout the school. Pupils are very proud of their school and make an extensive contribution to its life and improvement.  Pupils have an excellent understanding of how to stay safe. They are confident that any problems they raise will be dealt with constructively, and understand the benefits of healthy eating and regular exercise.  Pupils' outstanding spiritual, moral, social and cultural development is reflected in the great consideration they show to each other. They are keen to learn about different ways of life and show much respect for the customs and values of others.

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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

 The headteacher has positioned the school at the heart of its community by forging very strong partnerships with many outside organisations that have a direct impact on achievement and pupils' well-being.  The school's work with parents and carers is highly effective in engaging them in their children's learning and providing them with information about their progress. One result is that attendance, although average, is improving rapidly. Middle leaders play a pivotal role in driving school improvement and in helping their colleagues to develop their teaching skills. Self-evaluation is systematic, and used to identify sharply focused priorities for improvement. Members of the highly effective governing body are equally rigorous and fulfil their responsibilities in an exemplary manner, particularly in relation to safeguarding pupils and supporting greater community cohesion. The drive for excellence and its rapid rate of improvement give the school an

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

outstanding capacity for sustained improvement.

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What does the school need to do to improve further?

 Bring the rest of teaching up to the quality of the best by: using assessment information to pitch lessons to meet the needs of all pupils, particularly the more-able maximising opportunities for pupils to participate in lessons by reducing the amount of time spent listening passively to their teachers bring greater pace to adult-led sessions in the Nursery and Reception.

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Outcomes for individuals and groups of pupils 1

When learning is most effective, pupils are attentive, show interest in what they are doing and work at a good pace. They respond well to the drive to improve their speaking skills and are keen to answer questions in detail in front of the class. They take great pride in their work and greatly enjoy discussing their ideas with a partner or working in pairs and groups. The pupils' application of their information and communication technology skills in a variety of subjects has been recognised by a national award. Learning occasionally slows and pupils' concentration falters when teachers talk for too long or do not encourage them to take an active role in their learning. There are no significant variations in the achievement of different groups of pupils, including those of different ethnic heritages. Year 2 assessments and Year 6 test results both rose in 2010. Current school assessment data indicate that this improvement has

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Outcomes for individuals and groups of pupils 1

continued this year. The language development of pupils, particularly newcomers to the school, is given careful attention. Once their English language skills become more secure, their progress accelerates. Pupils with special educational needs and/or disabilities, including those with specific learning difficulties, also make good progress. The team of support staff is carefully deployed to maximise its impact on their learning both in lessons and in small group sessions outside the classroom. By the incorporation of safety issues into lessons, pupils say they feel very safe in school and are very aware of how to identify and deal with any risks they might face in and outside school. Their successful drive to stay fit is reflected in their participation in large numbers in various sporting activities. They are enjoying greatly the opportunity to use

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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

the temporary swimming pool provided as part of preparations for the Olympic Games. Pupils have a voice in many decisions that influence school life and are increasingly shaping what they would like to learn in each topic. They are proud to take on responsibilities such as when Year 5 pupils act as sports leaders supporting younger pupils or helping newcomers to settle into school. Their contribution to improving the local environment is greatly valued. Pupils from different backgrounds work and play happily together, helping to generate a harmonious environment. They are able to explore how others are feeling and understand the consequences of their actions. They appreciate the lives of others through links to promote greater community cohesion with a rural school and another in Sri Lanka.

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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 1

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 most effective teaching seen engaged pupils when they shared ideas in discussion with others or when explanations held their interest. Much teaching makes skilled use of interactive whiteboards and other resources. In the few less effective lessons, teachers do not fully engage pupils' interest with the result that their concentration waivers and they become restless. Marking has improved since the last inspection but occasionally does not provide pupils with enough guidance on how to improve their work or give them time to respond to their teacher's comments.

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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

The much improved curriculum, with its very sharp emphasis on developing reading and writing, is a major factor in the pupils' accelerating progress. Programmes are adjusted carefully to meet the learning and language needs of the pupils and extended for those with particular talents. A huge variety of activities enrich the pupils' experiences. This includes an extensive programme of well-attended clubs, educational visits linked to topics being studied and residential trips. Themed events such as 'Where in the World Week' in activities in which notions of fair trade were developed, have stimulated and motivated pupils. The many sporting and performing arts activities are often made possible by the expertise of outside coaches or through secondary school links. The school provides a very welcoming environment for the pupils, who trust staff to advise, guide and support them. Highly effective arrangements help pupils to settle into

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

school at whatever stage they join and then move on confidently to secondary school. The school's exemplary work with families and a wide range of local health and support agencies aids the pupils' learning, well-being and development, particularly when facing potentially challenging circumstances. This includes the well-run before- and after-school clubs that are greatly appreciated by the families accessing them.

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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's vision of driving up achievement by tackling barriers to learning is shared by the staff team, among whom morale is high. The profile of teaching is being raised through sharing good practice and providing extensive opportunities for staff to work alongside or observe others with particular expertise. Leaders have adopted a rigorous approach to school improvement and, by continually challenging underperformance, have secured significant improvements in many areas. Promoting equality of opportunity and tackling discrimination is at the core of the school's values. As a result, the school is a harmonious environment and there are no significant variations in the performance of different groups. Targets for pupils are challenging and progress towards them carefully charted so that any emerging underachievement can be spotted early and action taken. However, less rigour has been placed on evaluating the

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How effective are leadership and management?

performance of different ethnic groups. The challenging and supportive governing body holds the headteacher closely to account for the school's performance while sharing her vision and high expectations. It has a sharp insight into the school's qualities and where it can improve further. The governing body also ensures that procedures for safeguarding the pupils are exceptionally robust, and their impact is frequently monitored, reviewed and updated to reflect changing conditions

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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

and requirements. Assessments of risk regularly take account of the views of pupils and their parents and carers. The school uses a detailed understanding of its context to provide a very wide range of carefully planned and evaluated activities that are part of the excellent promotion of greater community cohesion. It reaches out to communities locally through the innovation of 'parent ambassadors' from different minority ethnic groups. Among other activities, they have provided a course to promote healthy eating options, leading to pupils eating healthier packed lunches. The school is strongly committed to partnership working by bringing in skills, not otherwise available, to extend the opportunities provided for the pupils and to support their welfare.

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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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1

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

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Early Years Foundation Stage

Home visits and the close and productive partnership with parents and carers help to smooth the children's entry into Nursery and Reception. Furthermore, children are showing an increased readiness for school as a result of closer links with the children's centre. Children feel safe and develop positive attitudes to school based on constructive relationships with the adults. They develop caring attitudes, accept that everyone has different needs and readily work together and help each other. Adults know the children well and use this to plan activities to meet their individual needs and interests, and to provide a welcoming, engaging and well-resourced environment both indoors and outside. They carefully foster the children's language development and give them plenty of opportunity for speaking through skilled questioning and interesting role- play activities. This, and the focus on their personal development and other aspects of

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Early Years Foundation Stage

literacy, is leading to the children making good and accelerating progress. Children become engaged in their learning when able to initiate activities, such as when mini-beast

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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

hunting outside led to painting and writing about their discoveries. These activities are hugely enjoyed, whereas at times adult-led sessions lack pace, and opportunities for independent problem-solving are missed. Robust practices are in place to protect children and eliminate risks to their safety. A relatively new staff team is developing a shared vision for moving forward through a careful evaluation of the setting's strengths and weaknesses. The early assessment of potential learning or language difficulties enables leadership to deploy resources to meet their specific needs. Parents and carers greatly value the regular information provided about their child's progress and the advice given to help their learning.

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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

A slightly smaller proportion of parents and carers responded to the questionnaire than in most primary schools. The level of satisfaction is high in response to all of the questions. Inspection evidence endorses their very positive views about the school; particularly that their children are helped to adopt a safe and healthy lifestyle and are prepared well for the future.

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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 Pinner Wood 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 122 completed questionnaires by the end of the on-site inspection. In total, there are 457 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 86 70 34 28 2 2 0 0 The school keeps my child safe 85 70 33 27 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 72 59 47 39 3 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 71 58 47 39 3 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 77 63 45 37 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 79 65 42 34 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 69 57 52 43 0 0 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) 69 57 44 36 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 68 56 47 39 2 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 66 54 50 41 5 4 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 59 48 54 44 5 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 81 66 37 30 1 1 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 82 67 37 30 3 2 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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Inspection of Pinner Wood Primary School, Pinner HA5 3RA

Thank you for the warm welcome you gave the inspection team when we visited your school recently. We saw that you work very hard and are proud of the part you play in school life. Inspectors were particularly impressed by your confident answers to their questions. These are our main findings.  Pinner Wood Primary School is outstanding because the headteacher, staff and members of the governing body do their utmost to help you all to succeed.  Members of staff do the most they can to take very good care of you and make sure you are kept safe.  Your exceptionally positive attitudes to learning and exemplary behaviour contribute significantly to your progress.  The curriculum provides many enjoyable experiences for you, including many clubs and events such as 'Where in the World Week', and enables you to progress at a pace which is right for your needs.  The school works exceptionally well in partnership with others to support your

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Inspection of Pinner Wood Primary School, Pinner HA5 3RA

learning and has formed strong links with your parents and carers.  Teaching is good and in most, but not all, cases, effective use is made of assessment data to support your learning and progress.  You develop an excellent understanding of how to adopt a safe and healthy lifestyle and make a huge contribution to school life. We have asked the school to ensure that all lessons meet your individual needs and that they give you more time to work on activities yourself. All of you can play your part in helping the school to get even better by continuing to work hard and improving your attendance further.

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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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