Addison Primary School

Age group 3–11 Inspection date(s) 11–12 October 2011 Inspection number 376382 Addison Primary School Inspection report

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Unique Reference Number 100321 Local Authority Hammersmith And Fulham Inspection number 376382 Inspection dates 11–12 October 2011 Reporting inspector Jacqueline Marshall

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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 Maintained Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 390 Appropriate authority The governing body Chair Tracy Hannigan Headteacher Peter Dunmall Date of previous school inspection 29–30 September 2008 School address Addison Gardens Blythe Road London W14 0DT Telephone number 020 7603 5333 Fax number 020 7605 7800 Email address admin@addison.lbhf.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 three additional inspectors. The inspectors observed teaching and learning in 24 lessons, observed 15 teachers and held meetings with groups of pupils, staff, school leaders and representatives of the governing body. They observed the school’s work and looked at the school’s documentation, policies including those relating to safeguarding, data on pupils’ progress, attendance figures and the school’s improvement planning. They scrutinised pupils’ work and evaluated 191 questionnaire responses received from parents and carers, 353 from pupils and 31 from 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

 The effectiveness of the school’s strategies for improving the learning and progress for all pupils in mathematics and in particular for identified groups such as White British, Black African, girls and those pupils known to be eligible for free school meals.  The extent to which the school’s actions to improve attendance and behaviour have been successful.  The use leaders, staff and pupils make of assessment information to provide support and challenge for pupils’ learning and set high expectations, especially for the most-able and the youngest pupils.  The effectiveness of all leaders in checking, reviewing and taking actions to improve teaching and pupils’ progress, particularly in Key Stage 2.

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Information about the school

This is a larger than average-sized primary school. The pupils come from predominantly Black African, White British and Black Caribbean families as well as from a range of other minority ethnic backgrounds. Two thirds of the children are learning to speak English as an additional language and, of these, the large majority join with little or no English. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is above average and represents a range of needs. The proportion of pupils known to be eligible for free school meals is above average. A higher proportion of pupils than usual join or leave the school at other than the expected times. Since the last inspection, there have been many changes to staff, including subject leaders.

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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

This is a good school. Since its previous inspection, it has successfully maintained the effectiveness of many aspects of its provision. As a result of the school’s sustained effort on creating the ‘Addison Values’, it has now secured good levels of pastoral care, guidance and support which are effective in ensuring that pupils feel safe and well cared for and thrive in their personal development. Attendance has risen sharply and the large majority of pupils behave well because they benefit from good relationships with staff. They show considerable support for one another, regardless of age, gender or ethnicity. They talk with enthusiasm about their school and have positive attitudes towards their learning. On a few occasions, where teaching does not engage pupils sufficiently, pupils’ attitudes are less positive.

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Main findings

The school has improved the quality of teaching and learning for the pupils following a period of staff changes and appointments. Senior leaders have a very clear awareness of the school’s effectiveness and what they need to do to bring about improvement. For example, there is a strong, shared commitment to raising achievement which has risen steadily as the school has focused effectively on systematically developing pupils’ basic skills, especially in writing. Subject leaders are increasingly effective in collecting and analysing data and evaluating their own subjects because the school has focused on developing their skills. Consequently, the good self-evaluation, combined with the rapid fall in the number of absences and exclusions, shows the school’s good capacity for sustained improvement. Good relationships with parents and carers support pupils’ learning well.

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Main findings

Pupils achieve well because teaching is good and enables them to achieve well in lively and interesting lessons. In this caring school, all staff know pupils’ abilities well because teachers regularly check on how well pupils are doing and are effective in sharing this information with them and their parents and carers. Although there is some variability between different classes, all groups of pupils, including girls and the most-able, make good and sometimes better progress from their starting points. This is because of the considerable skill with which the school adapts and targets the well-focused support it gives pupils of different abilities, such as those at the early stages of learning English. Across the school, teachers’ day-to-day marking is good overall. However, changes in staff have meant that there are some inconsistencies in the use of assessment. Opportunities in lessons are sometimes missed to use

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Main findings

questioning to challenge and stretch pupils, particularly the most-able at the start of lessons, or plan activities that ensure all pupils are actively learning at all times.

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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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What does the school need to do to improve further?

 Raise attainment, particularly in mathematics, by:  ensuring assessment information is always used effectively to challenge and stretch pupils to do their best, particularly the most-able.  Secure consistently good or better teaching and accelerate pupils’ progress by:  sharing best practice already seen in many classes to ensure lessons always actively involve pupils in their learning at all times.

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Outcomes for individuals and groups of pupils 2

Pupils achieve well academically. They are clear about their learning, talk with confidence and share their ideas willingly with one another. During a literacy session, pupils in Year 1 were keen to choose the most interesting of three sentences. Using skills from good prior learning and a sound knowledge of what made a sentence more interesting to read, they thoughtfully explained the features that made each one better than the first and contributed their own suggestions about how each sentence could be improved. They were then able to use what they had found out when writing their own. Pupils of all ages talk eagerly about what they have been learning and know they have targets. They are keen to know how to improve when their work is marked, engaging them effectively in the next steps in their learning.

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Outcomes for individuals and groups of pupils 2

Attainment in the Year 6 national tests in English and mathematics is average. Attainment in English has risen over the past two years, particularly in writing. The school is now focused on making the same improvements in mathematics. Here, though progress is good, it is less strong than in English. Since the last inspection, good progress in lessons overall has been maintained, even though with many staff changes some inconsistencies remain. This is the result of the whole-school focus on improving the quality of checks made on pupils’ achievement, through which the school has ensured different groups are targeted extremely effectively to enable them to make equally good progress from their below average starting points. Consequently, all pupils in Years 1 to 6, including those with special educational needs and/or disabilities, those joining the school at times other than expected, those in the early stages of learning English and those known to eligible for free

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Outcomes for individuals and groups of pupils 2

school meals, make the same good progress in English and mathematics. Progress for the oldest pupils is particularly strong and often outstanding.

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Outcomes for individuals and groups of pupils 2

Across the school, pupils achieve well in their personal and social development. Behaviour is well managed, with the overwhelming majority of pupils saying that they really enjoy school, feel cared for and know exactly who they can talk to if they have any problems. Pupils’ enjoyment of school life is evident in their eagerness to take on responsibilities and their supportive approach to one another, which helps make the school a very welcoming place. They have a good understanding of how to stay safe. Their healthy choices at lunchtime and the high take-up of school lunches and evident enjoyment of exercise in the playground demonstrate their clear

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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

understanding of how to lead a healthy lifestyle. Pupils’ spiritual, moral, social and cultural development is good. With many different ethnic heritages represented in the school population, their cultural awareness within the school is particularly strong, relationships are good and children are considerate of each other, valuing and celebrating each other’s differences. Pupils’ ability to work well together from an early age, their good communication skills and their improving awareness of the importance of regular attendance are key factors in pupils’ good development of basic skills and preparation for their future life and 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 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?

The key features of the effective teaching are the good relationships adults have with pupils and the interest and fun generated in lessons, which help pupils to develop such positive attitudes to learning. In a Year 5 English lesson, the teacher effectively reminded pupils of what they were learning at the very start of the lesson, setting high expectations for what they were to achieve. The teacher and other adults successfully used open-ended questioning to extend pupils’ thought processes as well as keep interest and ensure pupils’ very good understanding of their learning. Similarly in a Year 6 music lesson, pupils were given every chance to talk about how to improve their work, confidently sharing their ideas and thoughts, and consequently were very motivated and worked well collaboratively. During lessons and in their marking, adults discuss effectively with pupils just how they can improve their work. However, in some lessons, opportunities are sometimes missed to use

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How effective is the provision?

questioning to extend and stretch pupils’ understanding or to provide enough

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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

opportunities for pupils to be active, independent learners. In these lessons, the tasks do not move pupils’ learning forward sufficiently and the pace of teaching is not quick enough for them to achieve well. As a result, progress slows and pupils become less engaged and attentive. The curriculum is enriched well and increasingly effective links are being made between subjects to interest and engage pupils in their learning. The provision for music is particularly strong with a thriving steel pan group, pupils enthusiastically singing in assemblies as well as many learning instruments.

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

Pupils’ welfare and personal, social and health needs are catered for well because the school works closely with parents and carers as well as with outside agencies where needed. The acceleration in pupils’ progress has been partly due to the school’s success in improving attendance to the current above average level. The school’s effective efforts to support the whole school community are evident in many ways. For example, their work with pupils and families who might otherwise find it difficult to access education is evident in their increasing involvement in school activities as well as in rising attendance. Popular workshops involve parents and carers successfully in improving their understanding of the curriculum.

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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 headteacher and senior leadership team have a clear vision for the school. Their drive and determination have been instrumental in the upward trend in standards, achievement and attendance. There is a positive team spirit amongst the whole staff, who are equally ambitious for the school. Subject leaders, some new to post, play their full part in checking how well their subject is doing and have become increasingly involved in the monitoring of teaching and learning to raise the quality and consistency of provision still further. The governing body is conscientious in fulfilling its statutory duties to ensure the safety of the children and agree policies. Members of the governing body, too, play an important role in giving challenge to the headteacher and play an ever more effective role in checking how well the school is doing, ensuring that pupils’ achievement and setting high aspirations continue to

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How effective are leadership and management?

be the school’s main aims. Good links with parents and carers are helping the school to achieve its goals with the school continuing to encourage even more parents and carers to play an active role in how the school works. These, along with effective links with other partners, are another of the contributory factors to the school’s success.

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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 school’s promotion of equality and diversity is good because it takes effective steps to tackle discrimination to make sure that pupils from all backgrounds, including White British and Black African, perform to a similar standard. Staff ensure that pupils whose circumstances may make them potentially vulnerable have the opportunities to achieve as well as their peers. Pupils are encouraged to play their full part in the school and the local community, and their understanding and contribution are developing well in these areas. The school is making good progress in promoting pupils’ understanding of communities and cultures in national and global contexts. All staff play their part in ensuring that safeguarding procedures are good, with the governing body making appropriate checks on the school’s procedures and systems. With recent staff changes and new staff joining the school, effective and regular staff training ensures everyone in the school is particularly vigilant in

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

identifying any issues and the school is a safe and secure place in which to learn.

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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

Children in the Nursery and Reception classes grow quickly in confidence, becoming enthusiastic learners because of the strong focus on their pastoral care. In general, children start in Nursery with below expected levels of understanding overall, though this can vary year on year and a small minority of children already meet or exceed these levels when they start.

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Early Years Foundation Stage

Children make good progress in their learning because teaching is good and the children learn well from the wide range of activities and learning opportunities that are available. During teacher-led activities, children make good progress because adults have good subject knowledge and use their knowledge of the children well to

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

Please turn to the glossary for a description of the grades and inspection terms

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

ensure children achieve the next steps in their learning. This is particularly successful in developing children’s vocabulary, especially for those at the early stages of learning English. Mainly, as children play independently, learning opportunities are well planned, particularly in the Nursery. As a result, children build on their knowledge and understanding both indoors and outdoors, with adults often using the children’s own interests to engage them in learning. However, opportunities are sometimes missed to plan activities that make links between different areas of learning to extend and accelerate children’s progress. Similarly, the quality of interventions they receive from teachers and other adults as they play varies. Outdoors, adults focus appropriately on ensuring children’s safety and promoting their personal and social education.

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

Communication with parents and carers is good, with regular opportunities for them to discuss their children’s learning. Assessment information is used effectively to promote learning and to demonstrate the good gains that children make in all areas of learning. The Early Years Foundation Stage leader has been successful in maintaining the effectiveness of provision and the children’s good achievement.

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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 return of questionnaires from parents and carers was above average for this type of school. The vast majority of responses to questionnaires were positive and most of the written comments expressed considerable satisfaction with the school. Typical comments about the school included, ‘We are delighted with the care and education our child receives’, ‘The staff keep us informed and welcome and involved with everything in the classroom’ and ‘I asked my child what the best part about the school was and he said “Don’t ask me that! There are too many good things to tell you!’’

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Views of parents and carers

A few reported concerns over how well the school deals with unacceptable behaviour. Evidence gathered during the inspection showed that behaviour overall was good, though in some lessons where pupils were less engaged, behaviour dipped. Similarly, inspection evidence shows that, while there are occasional displays of challenging behaviour by pupils, these are effectively managed, with minimal impact on other learners.

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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 Addison 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 191 completed questionnaires by the end of the on-site inspection. In total, there are 390 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 118 62 69 36 2 1 0 0 The school keeps my child safe 100 52 83 43 5 3 0 0 The school informs me about my child’s progress 88 46 90 47 7 4 0 0 My child is making enough progress at this school 77 40 101 53 8 4 1 1 The teaching is good at this school 98 51 84 44 7 4 0 0 The school helps me to support my child’s learning 86 45 92 48 8 4 2 1 The school helps my child to have a healthy lifestyle 74 39 101 53 7 4 2 1 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) 61 32 113 59 6 3 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 65 34 101 53 12 6 1 1 The school deals effectively with unacceptable behaviour 73 38 89 47 19 10 5 3 The school takes account of my suggestions and concerns 68 36 99 52 13 7 3 2

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Total % Total % Total % Total %

The school is led and managed effectively 73 38 102 53 8 4 2 1 Overall, I am happy with my child’s experience at this school 93 49 87 46 6 3 1 1

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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 Addison Primary School, London W14 0DT

Thank you for talking to us and showing us your work when we visited your school. We were pleased to hear that you like school a lot and know how important it is to come to school regularly. We agree that your teachers plan many interesting things for you to do. You get on with one another well and behave well in lessons and around the school.

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Inspection of Addison Primary School, London W14 0DT

The inspection team has found that your school gives you a good education. The curriculum planned for you meets your needs well and teachers help you make good progress in your work. The leaders in the school know exactly what needs to be done to make your education better. In order to help you to make faster progress, we have asked the staff to do two things.

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Inspection of Addison Primary School, London W14 0DT

 Make sure teachers always provide enough challenge, particularly for the most- able, so you can achieve your best, especially in mathematics.  Make sure all your lessons are as good as the best and actively involve you in your learning at all times.

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Inspection of Addison Primary School, London W14 0DT

You can all help by continuing to come to school regularly and be kind and considerate to one another. Thank you again for helping us with our work.

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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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