Wimbledon Park Primary School

Age group 3–11 Inspection date(s) 5–6 October 2011 Inspection number 376748 Wimbledon Park Primary School Inspection report

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Unique Reference Number 102648 Local Authority Merton Inspection number 376748 Inspection dates 5–6 October 2011 Reporting inspector Sarah McDermott

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

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 485 Appropriate authority The governing body Chair Dr Yvonne Young Headteacher Paul Lufkin Date of previous school inspection 9 November 2009 School address Havana Road Wimbledon London SW19 8EJ Telephone number 020 8946 4925 Fax number 020 8944 0255 Email address school@wimbledonpark.merton.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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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 four additional inspectors. The team observed 21 lessons taught by 18 teachers. The inspectors held meetings with the headteacher, members of the governing body, staff and groups of pupils. They scrutinised pupils’ work and looked at the data the school had collected on pupils’ academic progress and attendance. They also looked at the school development plan, investigated procedures for keeping pupils safe and analysed the responses to questionnaires from pupils, staff and 116 parents and carers.

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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

 The extent to which pupils make sufficient progress in writing.  The extent to which teaching and the curriculum enable girls and the more able to progress at the same rate as other pupils.  The effectiveness of all leaders and managers in monitoring the quality of teaching and learning and successfully raising the pupils’ performance.

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Information about the school

Wimbledon Park Primary is larger than most primary schools. The proportion of pupils known to be eligible for free school meals is below average. About a third of pupils are from minority ethnic groups, predominantly of Other White backgrounds or of Pakistani origin. The proportion of pupils who do not speak English as their first language is average, with few at the early stages of learning English. The proportion of pupils with special educational needs and/or disabilities is below average. Their needs relate to a range of difficulties.

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Information about the school

Each year group in the school has two classes. The Early Years Foundation Stage comprises a morning and an afternoon Nursery class and three Reception classes. One further reception class was admitted in September 2011 to meet the extra demand for primary school places locally. The school manages its own after-school club that is part of this inspection. A breakfast club on site is run by a separate organisation and is subject to a separate inspection. The school holds the silver Food for Life award. During the inspection, Year 6 pupils were out of school on a residential trip.

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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

Wimbledon Park Primary is a good school where pupils make great strides in their learning and behave extremely well. Many pupils say how much they enjoy coming to school; attendance levels are high. Parents and carers are pleased with the way their children are looked after. One parent commented, ‘My child loves school and is happy and confident because of the outstanding quality of care children receive.’ Pupils are excellent ambassadors for healthy living. Droves of pupils walk or scoot to school each day and a very high proportion take part in energetic after-school activities. The spiritual, moral, social and cultural development of the pupils is outstanding. Pupils sparkle in their learning and enthusiastically take on a wide range of jobs and responsibilities around the school.

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Main findings

The headteacher is held in high esteem by parents, carers, staff and pupils. One parent added, ‘The headteacher has brought new energy, direction and professionalism to the school without sacrificing the warm caring environment.’ He has been instrumental in placing a strong emphasis on academic achievement and speeding up pupils’ learning. He, the deputy headteacher and the assistant headteacher have successfully set up very effective systems to monitor the progress of pupils and ensure pupils do not drop behind. With thorough monitoring, and support through training, the quality of teaching has improved to a consistently good standard. Consequently, boys and girls make good progress from their starting points. Pupils leave in Year 6 with exceptionally high attainment in reading and mathematics, but average attainment in writing. Progress in writing is not as strong as in mathematics or reading, particularly for the more able pupils. In some lessons,

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Main findings

the pace of learning or the writing activities organised do not stretch the more able to achieve their best. In many subjects teachers plan captivating and exciting lessons to bolster learning particularly well. In a good literacy lesson on the Iron Man, Year 4 pupils developed similes and metaphors well because they had the chance to handle scrap metal and listen to clips of moving machinery. In subjects other than English, the opportunity to develop a variety of different writing skills is sometimes hampered by too many worksheets.

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Main findings

The governing body gathers good quality information enabling them to ask perceptive questions and challenge any underperformance. Subject leaders and leaders of the phase teams are good practitioners in the classroom but are not all sufficiently accountable for attainment and achievement in their management areas. They are not yet confident in monitoring the quality of teaching, instead relying on

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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 expertise of the senior leadership team to identify what needs to improve in lessons. Nevertheless, the headteacher and his team have an accurate view of the school’s overall performance and have a clear vision on priorities for development. Issues from the last inspection have been successfully tackled, pupils’ progress has improved and the school has moved from satisfactory to good. Already senior leaders are getting to grips with improving writing. Consequently, the school has a good track record with good capacity for further sustained improvement.

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What does the school need to do to improve further?

 Raise attainment and achievement in English, particularly writing, to the high levels in mathematics by:  providing a good range of opportunities for pupils to write in a variety of styles in subjects beyond literacy lessons  planning writing activities to match the needs of the more able pupils so they are appropriately challenged and move their learning along at a rapid pace.

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What does the school need to do to improve further?

 Develop the roles of subject and phase team leaders so that they are fully accountable for improving pupils’ performance through regular monitoring of teaching and learning.

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Outcomes for individuals and groups of pupils 2

Pupils arrive at school with a spring in their step. They get on very well with each other, always interested to find out more about each other’s backgrounds and cultures. Pupils reflect sensibly and thoughtfully on global issues, raising significant amounts for charity. A strong sense of duty underpins the pupils’ excellent take-up of roles in the school council, eco-committee and health brigade. The CTC (Children That Care) representatives are mature and sensible in looking after pupils who have concerns at playtimes. A few pupils say they would like to do more to help their immediate community in Wimbledon Park. Pupils are lively and keen in lessons, but promptly quieten down when requested, so learning is never disrupted. They know how to keep themselves safe and are confident in turning to adults for assistance or comfort. Pupils are quick to report any activities of their peers that they perceive as

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Outcomes for individuals and groups of pupils 2

inappropriate, such as too much animated play. They all eat plenty of healthy food, including the many pupils who bring packed lunches, helping the school to receive the Food for Life award. Pupils proudly show off their high attendance rate and are keenly aware of how it benefits good learning. Together with excellent behaviour and improving achievement in writing pupils are well prepared for moving on to secondary school.

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Outcomes for individuals and groups of pupils 2

Most pupils arrive in Year 1 with skills above those typically expected for their age. All pupils, whatever their ethnic background or gender, make similarly good progress across the school. Although attainment at the end of Key Stage 1 declined over several years, it improved in 2011 to levels above national averages. However,

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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

progress in writing has not been as consistently good as in other subjects. The school is already tackling this issue and has seen progress speed up more recently. The proportion of pupils who attain the higher levels in English reflects the national picture but is not yet reflecting what these pupils are capable of. Pupils with special educational needs and/or disabilities and those who speak English as an additional language make good progress. They benefit well from close attention to their progress and careful deployment of assistants to give them extra support.

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

Most pupils put their heart into learning. They listen well, invariably ask for clarification if not sure and are not reticent in giving their views and ideas. In an excellent drama session, Year 5 pupils put great feeling and empathy into their poetry on slavery. Pupils make the most of ‘talking partners’ to bounce ideas off each other. They like to get down to independent work as soon as possible so in a few lessons attention lapses if explanations and introductions go on too long. Pupils appreciate clear learning objectives and targets, saying these help them know how they are progressing.

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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 enthusiastically stimulate a love of learning in the pupils. They prepare lessons well, making sure resources are to hand and teaching assistants know their roles. Interactive whiteboards are used well to explain the plan for the lesson to pupils, or, as in a good information and communication technology (ICT) lesson, to

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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

show the location of letters and symbols via a ‘floating keyboard’. Teachers make good use of information collected from previous lessons to ensure pupils are set work according to ability and interest. However, in a few lessons, more able pupils are not given sufficient scope to learn at a faster pace than others, particularly in developing their writing skills. Many teachers keep a good eye on the progress of each pupil, stepping in to give advice and challenge as necessary. Marking is encouraging and follows a consistent regime understood by pupils, but on occasion teachers do not give pupils sufficient time to follow up useful extra tasks to reinforce learning.

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

Learning is fun and effective because teachers plan plenty of stimulating activities, whether in class or out on trips. Themed weeks, such as mathematics and science weeks, are very popular. Teachers link different subjects in interesting ways, as in a history lesson using computers to write captions to historic photographs or in a literacy lesson writing a report on a mosque visit. In this way writing is starting to be promoted across other subjects, although there are still occasions when pupils are all given the same undemanding sheet to complete. A wide range of extra-curricular clubs allows a very good number of pupils to try their hand at different sports and arts.

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

Outstanding care, guidance and support have resulted in pupils’ excellent behaviour and high attendance levels, with hardly any persistent absence. The school liaises very closely with specialists and outside agencies to find the right support for vulnerable pupils and those with particular special educational needs and/or disabilities. The after-school club provides a calm, safe and supportive end to the day, where pupils can have a healthy snack, finish homework or play productive games.

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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 school is forging ahead under the well-organised and aspirational leadership of the headteacher. One parent justifiably commented, ‘The headteacher and his staff are very driven and doing a great job in improving the school.’ Morale is high among the staff. The senior leadership team is clear about what needs to improve because it has very effective systems to track pupils’ performance. Already it has shown that it can raise performance successfully. The headteacher and deputy headteacher follow a rigorous schedule of monitoring the quality of teaching and learning. They are now starting to induct subject and phase leaders into effective lesson observations so

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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

they too can take responsibility for performance in their areas. The governing body knows what needs to be developed and holds the school leaders to account for any dips in performance. They are visiting lessons more often to improve their first-hand experience of pupils’ learning.

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

The school keeps up good communication links with parents and carers so they know how their children are progressing and feel thoroughly involved in school events. Attendance at parent/teacher meetings and at end-of-term drama productions is very high. Many parents and carers help with reading and outings, as well as raising large amounts towards school funds. Well-established links with other schools and local football clubs enhance the sporting offer to pupils. The school works well with a wide range of specialists to bring personalised support to pupils with particular needs and disabilities. It makes sure all pupils have fair access to activities. The promotion of equal opportunities is good; almost all pupils make similarly good progress in their learning, and the school is quick to spot any gaps in achievement between particular groups. Safeguarding procedures are robust and effective, with regular checks on the

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

effectiveness of recruitment and child protection systems. The school fosters community cohesion well. It is well informed on the different backgrounds of pupils and ensures all groups get on well together. Pupils enjoy celebrating a wide range of cultural festivals and visiting different places of worship. The school is exploring ways to extend links within the United Kingdom.

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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

Early Years Foundation Stage staff take great care in settling new children into the

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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

routines of school life, starting off with very effective home visits. One parent remarked, ‘We could not have hoped for a smoother start to her education.’ Welfare and guidance are a particular strength, because all children have a special adult, or key worker, who knows their precise requirements. Children behave impeccably and play very positively with each other. They know how to keep themselves safe by following the rules, such as keeping scissors on the cutting table. Children have plenty of chance to develop their own ideas, particularly in the Nursery classes. For example, a few children cajoled friends to help them extend the climbing frame with large blocks, as well as donning ‘high viz’ jackets and singing ‘Bob the Builder’.

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

Children make good progress in all areas of learning, with particular strengths in personal and social development. A recent focus on calculation has reaped rewards in improved progress in the understanding of number. Staff model writing well for the children but do not consistently encourage children to have a go themselves at forming letters and words. They keep good records on children’s progress, enabling the planning of learning to match personal needs. Teachers and assistants work together effectively to set out a range of interesting activities and manage the outdoor space well to get the most out of a challenging space. The Early Years Foundation Stage leader is a very good specialist practitioner. However, opportunities to spread her expertise from the Nursery and spend more time monitoring in the Reception classes are sometimes limited.

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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

The level of response to the questionnaire was lower than usual for primary schools. Most parents and carers are positive about all aspects of the school. In particular, the vast majority believes their children enjoy school and are safe. Many parents and carers wrote in praise of the leadership qualities of the headteacher. The inspection team endorses these sentiments. A few parents and carers have concerns that their children are not making sufficient progress. The inspectors conclude that pupils’ progress in their learning has improved since the last inspection and they now make good progress in mathematics and English. A small number of parents and carers believe the school should spend more time in communicating with them about the progress of their children. The inspectors judge that the information provided to parents and carers on learning and progress is good.

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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 Wimbledon Park 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 116 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 89 77 25 22 1 1 0 0 The school keeps my child safe 92 79 21 18 2 2 1 1 The school informs me about my child’s progress 44 38 60 52 8 7 0 0 My child is making enough progress at this school 44 38 52 45 15 13 0 0 The teaching is good at this school 50 43 59 51 4 3 0 0 The school helps me to support my child’s learning 59 51 52 45 3 3 0 0 The school helps my child to have a healthy lifestyle 62 53 47 41 5 4 0 0 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) 38 33 58 50 5 4 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 54 47 44 38 7 6 1 1 The school deals effectively with unacceptable behaviour 49 42 45 39 5 4 0 0 The school takes account of my suggestions and concerns 50 43 47 41 5 4 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 71 61 35 30 1 1 0 0 Overall, I am happy with my child’s experience at this school 69 59 41 35 3 3 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. 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 08 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 Wimbledon Park Primary School, Merton SW19 8EJ

Thank you very much for welcoming us to your school. Wimbledon Park Primary is a good school. You make good progress and attain above the national average in English and exceptionally highly in mathematics. Teaching is good because teachers plan lively, interesting lessons and let you know how well you are doing. You have interesting trips and a very good range of clubs arranged for you. Mr Lufkin and his team of senior teachers lead the school well and they know what needs improving.

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Inspection of Wimbledon Park Primary School, Merton SW19 8EJ

Your behaviour is outstanding and you get on very well with each other. You know how to look after each other and are learning to keep yourselves safe. We particularly like the way you help around the school and keenly take on special responsibilities such as the eco-committee, CTC (Children That Care) and the health brigade. We are impressed with how you keep yourselves healthy by eating balanced and tasty lunches, enjoying sport and walking to school. Well done in improving your attendance to high levels!

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Inspection of Wimbledon Park Primary School, Merton SW19 8EJ

To make your school even better, we have asked it to do the following:

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Inspection of Wimbledon Park Primary School, Merton SW19 8EJ

 improve your English, especially writing, so attainment is similar to mathematics, by giving you more chances to write in subjects other than literacy  ask teachers who lead subjects to spend more time watching your lessons so they can see how well you are doing in their subject.

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Inspection of Wimbledon Park Primary School, Merton SW19 8EJ

We certainly enjoyed our visit to your school. We know that your teachers and their assistants make your school a very special place for you. You can help by always striving to do your best and making your families and the school proud of you.

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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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