Leopold Primary School

Age group 3–11 Inspection date(s) 28–29 November 2011 Inspection number 376575 Leopold Primary School Inspection report

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Unique Reference Number 101504 Local Authority Brent Inspection number 376575 Inspection dates 28–29 November 2011 Reporting inspector Alison Cartlidge

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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 460 Appropriate authority The governing body Chair Maurice Ellington Headteacher Audrey Kendall Date of previous school inspection 15 February 2007 School address Hawkshead Road London NW10 9UR Telephone number 020 8459 5654 Fax number 020 8459 6245 Email address admin@leopold.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 inspection team observed teaching and learning in 24 lessons, taught by 16 teachers. Meetings were held with members of the governing body, parents and carers, staff and pupils. The inspection team observed the school’s work, and looked at pupils’ books, information on pupils’ progress, policies regarding safeguarding pupils and other documents. Questionnaires from 230 parents and carers, 44 members of staff and 99 pupils were scrutinised.

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Introduction

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

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Introduction

 How well teaching and the curriculum are increasing progress, especially of higher-attaining pupils and boys in writing.  The impact of leaders, including governors, on maintaining high attainment.  How well the school provides a clear set of values that enables pupils from diverse backgrounds to have good self-esteem and to learn well.

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Information about the school

This is a much larger than average-sized primary school. The majority of pupils are of Black or Black British heritage, with other pupils coming from a wide range of backgrounds. The proportion of pupils known to be eligible for free school meals is above average. The school has a below-average percentage of pupils with special educational needs and/or disabilities. These pupils have differing needs, including emotional and behavioural, and severe learning difficulties. While the proportion of pupils who are bilingual is high, with 44 different languages being spoken at the school, only a few pupils are at the early stages of learning to speak English. The school has received several awards including Healthy School Status. Children in the Early Years Foundation Stage are taught in two Nursery and two Reception classes.

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Information about the school

The school was undergoing major building work during the inspection.

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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

Pupils receive a good education at this inclusive and welcoming school. Outstanding partnerships with parents and carers ensure that pupils learn quickly. The school is very popular because parents and carers respect and appreciate the inspirational leadership the headteacher and her dedicated team of staff provide. There is a firm belief that all pupils, irrespective of their backgrounds, can succeed, and consequently pupils develop high levels of self-esteem. Parents and carers make very positive comments such as, ‘The headteacher treats us like a family’ and ‘Teachers are really focused on educating our children.’ The high levels of care, guidance and support provided for pupils, alongside a clear set of shared values, contribute strongly towards pupils’ exceptional spiritual, moral, social and cultural development. Consequently, all pupils, including those with special educational needs and or/disabilities, behave considerately and are able to feel exceptionally safe at school.

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Main findings

Children make a good start to their education in the Nursery and Reception classes where they gain confidence and become independent. In Years 1 to 6, girls and boys of differing abilities, including those with special educational needs and/or disabilities, make good progress leading to high attainment by the end of Year 6, especially in mathematics. Progress is outstanding in mathematics and good in English. Writing lags behind reading because at times pupils, especially the higher attainers, are not expected to complete their best written work.

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Main findings

Pupils’ good behaviour contributes to their good learning in the overwhelming majority of lessons. While most teaching is good, occasionally, lessons are not adapted well enough in the light of assessment information to ensure that pupils’ differing needs are met in full, so that all can work to their maximum capacity. Teachers make effective use of praise to encourage pupils and often write comments to help them to improve their work. However, they do not always provide opportunities for pupils to follow up advice.

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Main findings

Good procedures for self-evaluation support the leaders’ planning for improvement. Senior leaders have gathered a wealth of information about provision and pupils’ progress. However, this is not fully evaluated and used to ensure that minor dips in performance, and slight variations in teaching and learning, are detected and put right as soon as they arise. Good improvements have been made since the previous inspection in the provision for children in the Early Years Foundation Stage and attainment remains high, demonstrating a good capacity to improve further.

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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?

 Ensure that pupils make at least good progress in all lessons, especially for the higher attainers when writing, by:  using assessment information more rigorously to provide work that matches pupils’ differing needs accurately  always expecting pupils to do their best work and providing them with opportunities to respond to teachers’ marking  making effective use of information and communication technology (ICT).

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What does the school need to do to improve further?

 Increase the rigour of self-evaluation, so that information collected on monitoring provision and pupils’ progress is analysed swiftly, and minor weaknesses are identified and rectified as soon as they arise.

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Outcomes for individuals and groups of pupils 1

The large majority of children join the Early Years Foundation Stage having the level of development typical for children of this age. Above-average attendance reflects the pupils’ great enthusiasm for coming to school. They especially appreciate the interesting activities provided. For example, in an English lesson in Year 3, pupils enjoyed taking part in a drama before planning a book review, and in Year 1, ‘hot seating’ was used to aid discussion about characters in a story. All pupils, including those who are learning to speak English as an additional language, do well over time and learning is quick in most lessons. Differences in attainment between girls’ and boys’ writing are not apparent in lessons, and pupils produce a good quantity of writing. However, there are occasions when pupils of differing abilities are not challenged enough to do their best work. Pupils are supportive of each other and

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Outcomes for individuals and groups of pupils 1

work together well. For example, in a phonics (linking letters with the sounds they make) lesson in Year 1, pupils supported each other well when spelling a sentence and answering a riddle.

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Outcomes for individuals and groups of pupils 1

Pupils’ achievement is good for all groups of pupils, with Black and Black British pupils doing especially well. Those with special educational needs and/or disabilities are given good support towards reaching their specific targets. However, pupils of differing abilities do not always apply their writing and ICT skills fully when working in other subjects. The school is working well to reduce the late arrival of a few pupils. Nevertheless, their high attainment and good personal development means that pupils are prepared well for the next stage of education and later life.

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Outcomes for individuals and groups of pupils 1

Pupils feel very safe at school and know how to avoid danger, including during the building work. They know that their worries are tackled swiftly and effectively. Pupils’ spiritual, moral, social and cultural development is a particular strength and they contribute well to the school and wider community. They raise funds for charities and

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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

carry out helpful tasks around the school. Pupils make sensitive reflections when talking about topics such as ‘where does the sky start?’ and are good at following the school’s clear moral code. For example, in Year 2, pupils were keen to help ‘Percy the puppet’ to learn how to make friends. The school deserves its Healthy School status because pupils are keen to take part in the various sporting activities on offer, have a good understanding of what constitutes a healthy lifestyle and an above-average proportion of pupils appreciate healthy options in the school meals.

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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 and teaching assistants are enthusiastic, form good relationships with the pupils and manage behaviour well. They strive to make learning interesting and engage the pupils well in most lessons by varying the activities. Teachers help pupils, including those who are learning to speak English as an additional language, to understand the purpose of work and the meaning of specific vocabulary. They use praise well and often have mid-lesson opportunities to share good work. They use resources effectively to support teaching and learning. For example, at the start of a mathematics lesson in Year 4, pupils enjoyed a rap about equivalent fractions and could understand the difference in fractions more clearly when shown as portions of a cake. The curriculum focuses well on the development of literacy and numeracy skills and leaders are working on providing broader opportunities for cross-curricular

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How effective is the provision?

work to extend writing and ICT. Work started is already helping to engage further the interest of boys. The creative arts are promoted well and the school provides a

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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

wide range of additional activities. For example, pupils can learn to play instruments including steel pans.

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

Members of staff know the pupils very well and keep track of their individual progress meticulously. There is particularly good support for pupils who are finding life difficult, enabling them and their families to take a full part in what the school has to offer. Close links with other schools and external agencies ensure that transition arrangements are strong, enabling pupils to be confident about changing class or school. Attendance, particularly of pupils whose circumstances make them potentially vulnerable, is monitored well and posters around the school provide helpful guidance such as ‘friendship is like sand, don’t let it slip away’ and ‘it takes more than one to share’. 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 shares her passion and high aspirations for the school with other leaders. There is a clear understanding of what needs to be done to improve the school further. Whole-school developments are having a positive and sustained impact on pupils’ progress, although some evaluations are not made soon enough to prevent minor dips in provision and performance. The promotion of equality of opportunity and tackling discrimination is good and pupils of differing abilities are supported and encouraged equally well. All pupils are included very well socially, and the school is working successfully to eliminate any slight unevenness in learning and progress between classes.

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How effective are leadership and management?

The school’s arrangements to safeguard pupils are thorough. Members of staff are trained effectively, with the result that procedures are carried out robustly. Leaders and the governing body are diligent, although some training records are not kept fully up to date. An overwhelming majority of parents and carers are delighted that their children are kept safe at school.

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How effective are leadership and management?

Members of the governing body is knowledgeable about the school. They play a key role in supporting and challenging other leaders. For example, they recently identified the need to increase supervision on the playground and, as a result of changes made, there has been a reduction in minor accidents. The school provides good opportunities for pupils to be involved in the local community and to learn about cultures other than their own. For example, pupils recently helped design the new school building and supported outreach work in Africa. Parents and carers are

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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

exceptionally well involved in their children’s education. For example, several parents help with reading in school and parents and carers are very keen that their children should succeed.

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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 make good progress in the Nursery and Reception classes, especially in their personal, social and emotional development, and in speaking and listening. Consequently, pupils enter Year 1 with skills above those expected for their age. A wide range of activities is made available indoors and outside, and children enjoy working with each other and members of staff. For example, during the inspection, children in the Nursery enjoyed using new vocabulary when discussing a hospital visit and worked well with an adult to program a toy to travel to various numerals. Children in the Reception were fully engaged in sharing stories and learning about the dark.

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Early Years Foundation Stage

Strong links with parents and carers enable children to settle into school life swiftly and to establish good relationships with each other and their teachers. Clear routines help children to become happy and keen to learn. Children enjoy talking about what they are doing, learn quickly and behave sensibly. Sensitive support is provided for children’s social and emotional needs. There are good arrangements for assessing learning. Children make choices about what they are going to do, although some activities provide limited opportunities for the development of writing. Leaders have realistic plans for improvement and members of staff are working well with children to modify the curriculum to match their interests. For example, this term, activities reflect the children’s interest in space. Leaders are aware that assessment data are not always analysed in detail to help evaluate all aspects of trends in performance.

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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

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

There was an above-average response to the inspection questionnaire and the overwhelming majority of parents and carers are positive about all aspects of the school. They are particularly pleased with the way the school is led and managed, that their children enjoy school and are kept healthy. The inspection team also found this to be the case. A very few parents and carers disagreed that the school deals with unacceptable behaviour well or takes into account their concerns and suggestions. During this inspection, the inspection team found that the school responds to concerns and suggestions well and occasional instances of unacceptable behaviour are dealt with appropriately.

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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 Leopold 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 230 completed questionnaires by the end of the on-site inspection. In total, there are 460 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 178 77 50 22 0 0 0 0 The school keeps my child safe 171 74 58 25 1 0 0 0 The school informs me about my child’s progress 160 70 67 29 1 0 0 0 My child is making enough progress at this school 160 70 66 29 2 1 0 0 The teaching is good at this school 171 74 55 24 1 0 1 0 The school helps me to support my child’s learning 153 67 75 33 1 0 0 0 The school helps my child to have a healthy lifestyle 148 64 74 32 0 0 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) 135 59 79 34 1 0 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 128 56 87 38 1 0 2 1 The school deals effectively with unacceptable behaviour 140 61 78 34 5 2 0 0 The school takes account of my suggestions and concerns 120 52 94 41 4 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 172 75 50 22 0 0 0 0 Overall, I am happy with my child’s experience at this school 174 76 54 23 2 1 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 Leopold Primary School, Willesden NW10 9UR

We enjoyed coming to see your friendly school. Thank you for being so helpful during our visit. We are pleased to tell you that your school provides you with a good education.

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Inspection of Leopold Primary School, Willesden NW10 9UR

These are the best things about your school.

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Inspection of Leopold Primary School, Willesden NW10 9UR

 You enjoy school and make good progress, especially in mathematics.  You feel very safe at school and are exceptionally good at understanding the importance of values that help you to respect and get on well with others.  We agree with you when you say that teachers look after you really well.  The headteacher and other leaders are doing a good job and know what needs to be done to make your school even better.  Your parents and carers are very pleased that you come to this school.

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Inspection of Leopold Primary School, Willesden NW10 9UR

These are the things we have asked your school to do next to help it improve.

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Inspection of Leopold Primary School, Willesden NW10 9UR

 Help you to always learn quickly, especially those of you who are good at writing, by making sure you are always given work that is hard enough for you, use what you have learnt in ICT, produce your best work and are given the chance to respond to teachers’ marking straight away.  Make sure that the information leaders collect on how well you are doing is used quickly to spot when you are not doing well enough and to put this right as soon as possible.

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Inspection of Leopold Primary School, Willesden NW10 9UR

Thank you once again for telling us about your school and letting us see your work. All of you could continue to help your teachers by always doing your best writing, using your ICT skills and taking notice of teachers’ marking.

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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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