Roe Green Junior School

Age group 7–11 Inspection date(s) 8–9 November 2011 Inspection number 376580 Roe Green Junior School Inspection report

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Unique Reference Number 101511 Local Authority Brent Inspection number 376580 Inspection dates 8–9 November 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 Junior School category Community Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 477 Appropriate authority The governing body Chair Susan Khoudari Headteacher Melissa Loosemore Date of previous school inspection 25–26 November 2008 School address Princes Avenue Kingsbury London NW9 9JL Telephone number 020 8204 5221 Fax number 020 8905 0256 Email address admin@rgjs.brent.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 inspectors observed teaching and learning in 22 lessons, seeing 19 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, including policies relating to safeguarding, data on pupils’ progress, attendance figures and the school’s improvement planning. They scrutinised pupils’ work and evaluated 240 questionnaire responses received from parents and carers, 347 from pupils and 5 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 and groups of pupils including those from different ethnic backgrounds and those eligible for free school meals.  The extent to which the school’s actions to improve attendance have been successful.  The use leaders and staff make of assessment information to support and challenge pupils’ learning and set high expectations, especially for those with special educational needs and/or disabilities.  The effectiveness of all leaders, including the governing body, in checking, reviewing and taking actions to raise standards and improve the quality of provision.

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Information about the school

This is a larger-than-average-sized primary school. The pupils come from predominantly Indian and Black African families as well as from White British and a range of other minority ethnic heritages. More than three quarters of the children speak English as an additional language and of these only a very small minority 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 average and represents a range of needs. The proportion of pupils known to be eligible for free school meals is average. Since the previous inspection there have been many changes to staff, including the senior leadership team, as well as a third of the governing body recently new to the role.

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Information about the school

The school has achieved the Sportsmark, Activemark and Healthy School awards and become a Green Flag Status eco-school.

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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 standards whilst improving many aspects of its provision. Good levels of pastoral care, guidance and support ensure pupils feel safe, well cared for and thrive in their personal development. 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. Their understanding of how to lead a healthy lifestyle is outstanding. This is demonstrated in the choices pupils make when eating snacks and lunch, their particularly keen take-up of extra-curricular clubs and considerable knowledge of the benefits of healthy living. The school’s notable work in this aspect of pupils’ personal development is reflected in its Sportsmark, Activemark and Healthy School awards.

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Main findings

The school has effectively focused on improving teaching and learning for the pupils during a period of staff changes and new appointments. Senior leaders have a clear awareness of the school’s performance and what it needs to do to bring about improvement. For example, there is a shared and heightened commitment to raising achievement, which has come about because the school has focused successfully on using information from its checks on pupils’ progress to set high expectations for school and pupil targets. Leaders are increasingly effective in collecting and analysing data and checking the impact of provision in their own subjects, year groups and classes. They have yet to play their full part in ensuring all policies and procedures are regularly reviewed, updated and consistently followed. The governing body has plans to strengthen its role and focus on checking the school’s effectiveness more

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Main findings

rigorously at governance level. Nevertheless, the overall good self-evaluation, combined with the fall in the number of pupils’ absences, 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 make swift progress 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 open in sharing this information with them and their parents and carers. Although there is some variability between different classes, all groups of pupils, including those from different ethnic backgrounds, 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 with special educational needs and/or disabilities.

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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

Nevertheless there is room for pupils to attain more highly and make even quicker progress. Across the school, day-to-day assessment, including marking, is good. However, in some classes it is not used well enough and not all pupils are regularly reminded of their targets or made aware of the next small steps needed to improve their work. This limits the pupils’ abilities to take responsibility for their learning and fails to utilise the teachers’ good efforts in giving feedback. Similarly, some inconsistencies in the use of assessment remain and opportunities are sometimes missed to set consistently challenging work for all pupils.

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What does the school need to do to improve further?

 Raise standards and accelerate pupils’ progress by:  making better use of assessment information to ensure that lessons always challenge and engage pupils well  ensuring teachers’ regularly use individual targets as well as marking to remind pupils exactly what to do to improve their work and the next steps in their learning.  Ensure all aspects of the school’s work are consistently good or better by:  developing the role of the governing body in regularly and rigorously monitoring and evaluating the work of the school  holding all leaders accountable for systematically checking that policies and procedures are fully implemented.

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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 session in the information and communication technology suite, pupils in Year 6 were keen to assess different pieces of their work from a previous lesson. Using skills from good prior learning and a sound knowledge of what was expected from their success criteria, they thoughtfully contributed their own suggestions about how each other’s work could be improved and subsequently edited their Second World War presentations based on what they found. Pupils of all ages talk eagerly about what they have been learning and know they have targets, although sometimes struggle to recall these. They are keen to know how to improve when their work is marked or to use ‘success criteria’ to check the quality of their own work.

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Outcomes for individuals and groups of pupils 2

The trend in attainment in the Year 6 national tests in English and mathematics over time is average, with a rise in 2011 to above average. Since the previous inspection, progress in lessons throughout the school has improved and is now good. This is the result of the whole-school focus on improving the quality of checks made on pupils’ achievement. This has ensured previous underachievement has been tackled and different groups are targeted effectively to enable them to make similarly good progress from their average starting points. For example, the oldest pupils are now grouped for mathematics to enable work to more closely match pupils’ ability, although at times opportunities to accelerate progress further with work even more

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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

closely tailored to individuals’ needs are missed. Consequently, all pupils in Years 3 to 6, including those with special educational needs and/or disabilities, in the early stages of learning English and those known to eligible for free school meals, make good progress in English and mathematics, but could still do better.

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

Across the school, pupils achieve well in their personal and social development. Pupils benefit from good relationships with staff and their behaviour is good, both in lessons and at play. The overwhelming majority of pupils say 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, such as the monitors for recycling, and their supportive approach to one another, which helps make the school a very welcoming place. Pupils have a good understanding of how to stay safe. Pupils’ spiritual, moral, social and cultural development is good. With many different ethnic heritages represented in the school, pupils’ cultural awareness is particularly strong, relationships are good and children are considerate of each other, valuing and celebrating each others’ differences.

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

Pupils’ ability to work well together, their good communication skills and their improving awareness of the importance of regular attendance are key factors in the good development of their basic skills and preparation for 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?

Pupils’ keenness to learn is due in a large part to the good relationships adults have with pupils and the interest and fun generated in lessons, which help pupils 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

develop positive attitudes to learning. In a Year 5 English lesson, the teacher used the store of ideas and vocabulary the pupils had built up in previous lessons to stimulate their writing. Open-ended questioning was used successfully to extend pupils’ ideas so the pupils were able to create balanced arguments about the use of mobile phones using rhetorical questions, exaggerated terms and emotive language. Pupils were given every chance to talk about their ideas and, consequently, were very motivated and worked well collaboratively. Engaging visits and projects, such as the construction of the ‘Evergreen’ eco-building, help to bring the curriculum alive. This work has made a major contribution to the school’s Green Flag status. These creative links between subjects help to stimulate and foster pupils’ interest and provide opportunities to engage pupils in their learning. All staff play their part in

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

delivering this stimulating and engaging curriculum. During lessons, adults regularly discuss with pupils just how they can improve their work and the next steps in their learning, contributing effectively to their good progress. This level of pupil engagement in their learning is also evident where marking is best.

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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. These effective links, combined with the school’s success in providing well-targeted additional support, ensure those pupils with special educational needs and/or disabilities make good progress overall. The school’s efforts to support the whole school community are evident in many ways. For example, its 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. Workshops involve parents and carers successfully in improving their understanding of the curriculum as well as developing their own literacy and numeracy skills.

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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 has a clear vision for the school, which is shared by the committed senior leadership team. This has led to the upward trend in achievement and attendance. There is a positive team spirit amongst the whole staff, who are similarly ambitious for the school. Leaders at all levels are increasingly playing their part in checking how well their subject or year group is doing and are keen to develop an even more rigorous approach to the monitoring of teaching and learning to raise the quality of provision further. The governing body fulfils its statutory duties appropriately. However, governors rely too heavily on the school and headteacher 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

provide information about how well the school is doing and have identified the need to develop their role and be more involved themselves in checking and holding the school to account.

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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 serious steps to tackle discrimination to make sure that pupils from all backgrounds perform to a similar standard. Staff ensure that pupils whose circumstances make them most 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. 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 followed routinely and the school is a safe and secure place in which to learn. Safeguarding requirements and duties are met and the school is ensuring that its satisfactory arrangements and policies for safeguarding are systematically reviewed and refined.

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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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Views of parents and carers

The proportion of questionnaires returned from parents and carers is 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. These are typical comments about the school. ‘I wouldn’t change my children to another school.’ ‘My children have dedicated teachers who see them as complete children and are passionate about developing them as a whole.’ ‘Best school in the borough.’

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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

A few reported concerns over how well the school prepares their children for the future. Evidence gathered during the inspection showed that good links with the local secondary school are well established, which help support pupils’ move at the end of Year 6 effectively.

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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 Roe Green Junior 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 240 completed questionnaires by the end of the on-site inspection. In total, there are 477 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 160 70 78 34 1 0 0 0 The school keeps my child safe 145 63 94 41 1 0 0 0 The school informs me about my child’s progress 112 49 119 52 9 4 0 0 My child is making enough progress at this school 95 41 13 58 9 4 0 0 The teaching is good at this school 108 47 124 54 6 3 1 0 The school helps me to support my child’s learning 104 45 123 53 8 3 2 1 The school helps my child to have a healthy lifestyle 123 53 104 45 10 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) 89 39 132 57 9 4 4 2

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Total % Total % Total % Total %

The school meets my child’s particular needs 92 40 136 59 5 2 2 1 The school deals effectively with unacceptable behaviour 109 47 122 53 7 3 1 0 The school takes account of my suggestions and concerns 75 33 143 62 10 4 3 1

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Total % Total % Total % Total %

The school is led and managed effectively 115 50 110 48 4 2 3 1 Overall, I am happy with my child’s experience at this school 126 55 108 47 4 2 1 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 Roe Green Junior School, London NW9 9JL

Thank you for talking to us and showing us your work when we inspected 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 well with one another and your behaviour in lessons and around the school is good.

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Inspection of Roe Green Junior School, London NW9 9JL

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 Roe Green Junior School, London NW9 9JL

 Make sure all your lessons are challenging enough and always involve you actively in the next steps in your learning through marking and more regularly reminding you of your targets, so that you reach higher standards.  Keep checking at all levels, including the governors, to make sure all your lessons help you to make good progress and the school is doing as well as it should.

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Inspection of Roe Green Junior School, London NW9 9JL

You can all help by continuing to come to school regularly and being 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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