Monkfrith Primary School

Age group 4–11 Inspection date(s) 13–14 September 2011 Inspection number 376540 Monkfrith Primary School Inspection report

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Unique Reference Number 101293 Local Authority Barnet Inspection number 376540 Inspection dates 13–14 September 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 4–11 Gender of pupils Mixed Number of pupils on the school roll 240 Appropriate authority The governing body Chair Janet Frost Headteacher Jeanette Adak Date of previous school inspection 10 February 2009 School address Knoll Drive London N14 5NG Telephone number 020 8368 6020 Fax number 020 8361 4115 Email address head@monkfrith.barnetmail.net 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

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

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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 15 lessons, observing nine teachers. They held meetings with staff, groups of pupils, and members of the governing body. 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 responses to questionnaires from 115 parents and carers, 92 pupils and 26 staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 How effectively do teachers meet the needs of all pupils in their classes?  How successfully does the school support its more vulnerable pupils?  How rigorously does the school use monitoring information to evaluate performance and plan for improvements?

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Information about the school

Pupil numbers have risen in this average-sized school, because it took in an extra class of Reception children in September 2010. Children in the Early Years Foundation Stage will be taught in a single Reception class this year but had not started at the time of the inspection. The majority of pupils are from a wide range of minority ethnic backgrounds although very few are at an early stage of learning English as an additional language. The proportion of pupils known to be eligible for free school meals is well below average. Fewer pupils than average are identified as having special educational needs and/or disabilities, although the proportion with a statement for their special educational needs is well above average. Their needs are mostly associated with autistic spectrum disorder. The school has recently received the International Schools Award and achieved Healthy School status.

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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

Monkfrith Primary School has been on a long and successful journey in recent years and has improved in many areas since its last inspection. It has developed into a reflective and self-critical organisation which now provides an outstanding quality of education. Parents and carers are very pleased with the school and all that it does for their children, particularly the attention paid to keeping their children safe. Pupils develop a very firm foundation for success at secondary school and beyond. Through exemplary care, guidance and support, the current proportion of good and outstanding teaching, a rich and stimulating curriculum and their determination to succeed, pupils make outstanding progress and attainment is high and rising by the end of Year 6.

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Main findings

Within a pattern of good teaching, some lessons have outstanding features that engage the pupils and drive learning forward rapidly through stimulating methods and interesting activities. However, questioning is not always used skilfully enough to challenge thinking, especially for the more able. Pupils have excellent attitudes to lessons and commitment to their learning. They are highly motivated, work hard, strive to meet their personal targets and respond quickly to their teachers’ marking when given time to do so. The topics studied by pupils bring learning to life by linking themes across subjects and providing very interesting contexts for their writing. The outstanding development of the international dimension in the curriculum has been recognised by a national award.

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Main findings

Outstanding care, guidance and support generate great confidence in the pupils when facing new experiences such as moving year group or transferring to secondary school by taking account of individual needs. By knowing pupils as individuals the school very carefully pinpoints support to meet their needs. Highly effective support from skilled staff enables pupils with special educational needs and/or disabilities to participate fully in lessons alongside others and make rapid progress towards their individual targets. Very close and productive partnerships with other schools and organisations enrich the pupils’ school lives, and have a direct impact on their achievement.

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Main findings

The pupils’ great enjoyment of school is reflected in above-average attendance levels and in the sense of purpose that permeates the school. Their behaviour is exemplary in lessons and around the school. Pupils say that their behaviour is excellent because all adults consistently and fairly apply procedures. Pupils have an excellent understanding of how to stay safe and how to identify and deal with any risks they

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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

might face. Pupils are also very conscious of the actions they need to take to stay fit and healthy, as reflected in the achievement of Healthy School status.

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

The school’s continual improvement has been secured through strong and decisive leadership at senior level, supported by a proactive and challenging governing body. The headteacher’s vision for the school is shared by all members of the staff team, and high expectations and rigorous monitoring have promoted outstanding outcomes. Self-evaluation procedures are systematic and provide an accurate basis from which to plan actions to meet the challenging targets set by senior leaders and the governing body. A training programme is starting for subject leaders as all are aware that recent staff changes have reduced their impact in supporting the headteacher and her senior team. The headteacher’s ambition to drive up standards even further and the school’s improvement since the last inspection give it an outstanding capacity for further improvement.

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What does the school need to do to improve further?

 Develop teachers’ questioning skills and provide consistent opportunities for pupils to respond to guidance on how to improve their work.

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What does the school need to do to improve further?

 Extend further the skills of subject leaders so that they can play a pivotal role in support of the senior team’s drive and ambition for the pupils.

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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 are keen to succeed. They take pride in their work, respond well to their teachers and try hard even if they find activities difficult. They greatly enjoy their learning and collaborate well particularly when sharing their ideas in discussion with others. Pupils write in a wide range of interesting and engaging contexts, often closely linked to their topics or the book they are reading. Skilled and focused support for pupils with a statement for their special educational needs and/or disabilities, including those with autistic spectrum disorder, enables them to participate fully in lessons and in many cases work at least at expected levels for their age.

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Outcomes for individuals and groups of pupils 1

Year 6 test results in both English and mathematics have risen in recent years, reflecting improvements in the pupils’ progress from skills that, on entry to the school, are as expected for their age. Almost all Year 6 pupils reached and the majority exceeded levels expected for their age in 2011. There have been no significant variations in attainment by gender or ethnicity in recent years.

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Outcomes for individuals and groups of pupils 1

Pupils of all backgrounds work and play happily together and support each other. They understand the consequences of their actions and are sensitive to the needs and interests of others. This helps to make the school a harmonious environment in which they can thrive. Pupils report how safe they feel and trust adults to deal

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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

sensitively with any concerns they raise. They take responsibility for their own safety, and encourage each other to act with care. Pupils participate in large numbers in the wide range of physical activities made possible through the expertise of sports coaches, who also provide valuable leadership training. Pupils seize the opportunity to be creative and use their imaginations. Their contribution to school life is extensive and they have a voice in its improvement. Pupils express curiosity of other cultures and religions and they gain an insight into the lives of other people through links with schools overseas in France and Zambia.

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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

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

Teachers are skilled at developing confidence in the pupils by showing how much their contributions to lessons are valued. This also helps to promote a calm and purposeful learning environment in all classrooms. The most effective teaching seen was lively, involved clear explanations, made creative use of resources including new technology, and grabbed the pupils’ interest by engaging all groups in a wide range of well-chosen activities. Marking gives pupils clear guidance on how successful they have been, but they are not always given the opportunity to respond to their teachers’ comments and so improve their work.

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How effective is the provision?

The themed approach to the curriculum is a major factor in the pupils’ enjoyment of learning. Pupils greatly value the role they play in shaping the work they undertake in each topic and the stimulus provided by closely linked educational visits. Programmes are adjusted carefully to meet the learning needs of the pupils and

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How effective is the provision?

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

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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

extended for those with particular talents through science conferences and mathematics workshops. Experiences are enriched in a wide variety of ways and pupils benefit considerably from the expertise of outside providers and activities in partnership with local secondary schools. The expertise of staff from local secondary schools greatly enhances the pupils’ experiences in areas such as science and music. The developing links with schools in France enhance teaching of French and enable pupils to develop their language through communicating with native speakers.

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

The pupils have great confidence in staff to advise and support them. The early identification of any pupils falling behind their targets and highly effective action taken, including sharply focused programmes, help them catch up rapidly. The school is proactive in working with other agencies and partners to meet the pupils’ learning needs and development, particularly for those whose circumstances may make them vulnerable. 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

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The highly effective headteacher, ably supported by her senior team, has high expectations and sets challenging targets to which all can aspire. There is clarity of purpose among a staff team that shares the headteacher’s commitment to ensure that each pupil can achieve high academic and personal standards while enjoying their time in school. Teachers value greatly the support they receive and the wide range of strategies adopted to improve their expertise. This includes the opportunity to observe and work alongside skilled colleagues.

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How effective are leadership and management?

Promoting equality of opportunity and tackling discrimination are at the core of the school’s values. Targets for pupils have become challenging and assessment data more frequently checked to spot potential underachievement. However, less rigour has been placed on evaluating the performance of different ethnic groups to identify if any gaps are emerging.

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How effective are leadership and management?

The well-led governing body has a good oversight of the school. It challenges the school to do better and is closely involved in self-evaluation and forward planning, although not all policies are fully up to date. The governing body rigorously fulfils its responsibilities for safeguarding by establishing robust systems to protect pupils. Staff training in implementing procedures is regular and informative and activities

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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

provide pupils with the chance to learn how to stay safe when using the internet.

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

The headteacher is strongly committed to partnership working, recognising the value of additional expertise and activities that the school would not otherwise be able to provide. The school has a very positive relationship with parents and carers. They are kept well informed about activities and their children’s development, although the school does not make the best use of new technology when communicating with home. The school makes a strong contribution to promoting greater community cohesion. It reaches out particularly well to communities locally and internationally, but has less impact nationally.

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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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driving improvement

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

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Early Years Foundation Stage

Assessment information shows that Reception children make good progress in all areas of their learning and their attainment is above average by the time they move into Year 1. Discussions with pupils who have just started in Year 1 show they found Reception both interesting and motivating. Observations of them in lessons now show they have become committed learners who collaborate well when working with others and are able to show initiative when planning their own lines of enquiry. Regular observations are taken of the children although these are not always used effectively to identify the precise next steps in each child’s learning.

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Early Years Foundation Stage

The children’s records of work, photographic evidence and teachers’ plans show the children experience a wide range of activities balanced between those led by adults and others developed by the children themselves. Relationships with adults and their peers are constructive and the children’s behaviour is exemplary. Records show that careful attention is paid to safeguarding the children’s welfare so that they feel

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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

secure and confident. They adopt safe practices well, as seen when two Year 1 pupils swept up some sand from the classroom floor without being prompted ‘because someone might have slipped over’.

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

Leaders understand the strengths of the provision and have focused successfully on developing the skills of the adults. The relationship with home is productive, although parents and carers are not always fully involved in developing their children’s ‘learning journeys’. Records show that induction procedures help the children to settle into Reception quickly. Their entry into Year 1 is made seamless by a period of transition reflecting their Reception experiences.

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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

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the 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

A much larger proportion of parents and carers responded to the questionnaire than in most primary schools. The level of satisfaction is above average in response to almost all of the questions. Inspection evidence endorses their very positive views about the school particularly that teaching is good, unacceptable behaviour is handled well, leadership is effective and their children are helped to adopt a safe and healthy lifestyle. Inspectors investigated through discussions with staff the concerns of a small number of parents and carers about whether the school listens to their suggestions or provides information about their children’s progress. However, they concluded that the school is increasingly seeking to take account of their views and provides appropriate information about pupils’ progress, as is the opinion of the large majority.

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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 Monkfrith 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. The inspection team received 115 completed questionnaires by the end of the on-site inspection. In total, there are 240 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 81 70 29 25 2 2 3 3 The school keeps my child safe 84 73 29 25 0 0 2 2 The school informs me about my child’s progress 56 49 44 38 12 10 3 3 My child is making enough progress at this school 45 39 54 47 8 7 6 5 The teaching is good at this school 54 47 53 46 3 3 5 4 The school helps me to support my child’s learning 44 38 58 50 6 5 6 5 The school helps my child to have a healthy lifestyle 55 48 53 46 4 3 3 3 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) 46 40 57 50 5 4 4 3

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Total % Total % Total % Total %

The school meets my child’s particular needs 50 43 52 45 5 4 6 5 The school deals effectively with unacceptable behaviour 56 49 50 43 3 3 5 4 The school takes account of my suggestions and concerns 49 43 48 42 8 7 5 4

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Total % Total % Total % Total %

The school is led and managed effectively 68 59 38 33 3 3 5 4 Overall, I am happy with my child’s experience at this school 65 57 40 35 3 3 6 5

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

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 8 April 2011 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.  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 Monkfrith Primary School, London N14 5NG

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 the things we liked most.

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Inspection of Monkfrith Primary School, London N14 5NG

 Monkfrith Primary School is outstanding because the headteacher, staff and governors do their utmost to help you all to succeed.  Almost all of you reach the level expected for your age by the time you go to secondary school and many of you do better than this.  Members of staff 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 excellent progress.  The curriculum provides many enjoyable experiences for you through the topics you study and events such as the Year 3 trip to the Roald Dahl Museum.  Those of you who find learning difficult are given excellent support so that you can make the same rapid progress as others in your class.  The school works exceptionally well in partnership with others to support your learning.  Teaching is good and in most but not all cases, effective use is made of

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Inspection of Monkfrith Primary School, London N14 5NG

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.

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Inspection of Monkfrith Primary School, London N14 5NG

We have asked the school to improve learning further by ensuring that teachers use questions to make you think more deeply and train subject leaders so they can support the headteacher more in improving the school. You can play your part in helping the school to get even better by continuing to work hard. Well done for showing such pride in your school and in your achievements.

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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