Bishop Perrin Church of England Primary School

Age group 4–11 Inspection date(s) 30–31 May 2012 Inspection number 395405 Bishop Perrin Church of England Primary School Inspection report

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Unique reference number 102918 Local authority Richmond upon Thames Inspection number 395405 Inspection dates 30–31 May 2012 Lead inspector Ruth McFarlane

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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 Voluntary Aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 206 Appropriate authority The governing body Chair Russell Nimmo Headteacher Karen Finnemore Date of previous school inspection 21 May 2008 School address Hospital Bridge Road Twickenham TW2 6LF Telephone number 020 8894 1447 Fax number 020 8898 2854 Email address info@bishopperrin.richmond.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 i n 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 You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. The inspectors observed teaching and learning in 17 lessons or part-lessons, taught by nine teachers. The inspectors listened to pupils reading and meetings were held with the headteacher, staff, the Chair of the Governing Body and groups of pupils. The inspectors took account of the responses to the online questionnaire (Parent View) in planning the inspection. They observed many aspects of the school’s work, and looked at governing body minutes, the systems for assessing and monitoring pupils’ progress, safeguarding procedures, pupils’ workbooks, and teachers’ planning and marking. The inspectors took note of the questionnaires completed by 105 parents and carers, and those completed by staff and pupils.

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Information about the school

This is a smaller than average-sized primary school. The Early Years Foundation Stage children are taught in a Reception class. Double the average proportions of pupils speak English as an additional language and are from minority ethnic groups. The proportion of pupils supported by school action plus or with a statement of special educational needs is below average. Fewer pupils than average are known to be eligible for free school meals. The school meets the current floor standard, whereby the government sets the minimum expectations for attainment and progress .

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Information about the school

A breakfast club is managed by the governing body and operates on each school day. A new senior team, comprising headteacher, deputy headteacher and advanced skills teacher, took up their appointments during the year following the previous inspection.

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Information about the school

On the morning of the first day of the inspection, the whole school took part in a Sports Day.

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Key findings

 This is an outstanding school, consolidating its position since the previous inspection. The excellent teaching of a rich curriculum to highly motivated pupils leads to their outstanding achievement. Exemplary practice in the use of assessment data is evident but not yet fully consistent.  Children get off to a flying start in Reception. Pupils make rapid progress throughout the school. Attainment is usually significantly above average by the end of Year 6, particularly in English. Successful initiatives have ensured that standards in mathematics have recovered from a dip noted in 2011, particularly for higher attaining boys. Pupils now apply their mathematical skills exceptionally well and are back on track to achieve a significantly high proportion of higher grades this year.  Lessons are thoroughly engaging affairs, firing pupils’ imaginations and inspiring excellent independent learning. Teachers enable pupils to take control of their

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Key findings

learning by encouraging them to think about how they will succeed in meeting their learning targets, but this is not consistently exploited. Teachers’ written marking often contains excellent guidance, but pupils are not always given time to respond to it, for instance by remedying errors.  Pupils behave extremely well and are exceptionally keen and enthusiastic learners, a result of the school’s very strong promotion of pupils’ spiritual, moral, social and cultural development. Consequently, the care and consideration pupils show for others help to generate a warm, mutually supportive atmosphere in which their learning and development thrive.  First-rate leadership at all levels, including the governing body, drives the school, underpins its success, and consolidates and improves teaching and learning. There are thorough checks on classroom performance and meticulous follow-up of points to improve. Well-focused staff training has enabled all

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Key findings

managers to make a significant contribution to successful, carefully planned actions to refine and improve teaching and learning.

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What does the school need to do to improve further?

 Refine consistency in the use of assessment by:  enabling pupils to take further responsibility for their learning by guiding them to set themselves challenging ‘success criteria’ to meet their learning targets.  providing more time for pupils to follow up the guidance given in teachers’ written marking.

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Achievement of pupils

Abilities on entry vary, but usually, about half of each cohort enter the school with skills below those expected for their age. Children make very rapid progress to reach above average standards by the end of the Early Years Foundation Stage in all areas of learning. This excellent rate of progress continues so that the majority of Year 2 and Year 6 test results have been significantly above average for a number of years, with a majority of Year 6 pupils working at least two years ahead of the expectation for their age. In 2011, a relative dip occurred in Year 6, especially in mathematics, for more able boys. This has been quickly reversed, the gap closed, and current standards are even higher, helped by pupils’ exceptional attitudes to learning and a range of well-devised initiatives, including one-to-one tuition. Lesson observations, scrutiny of pupils’ work and the school’s own tracking information all confirm the

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Achievement of pupils

strongly expressed views of parents and carers about the rapid progress made by their children.

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Achievement of pupils

Reception children respond very well to the vibrant curriculum. Sports Day spurred a range of exciting follow-up activities inside and outdoors, helping children distinguish between times to be competitive and times to support and help their classmates. Racing toy cars on ramps helped them extend their vocabulary, such as ‘fastest’, ‘slowest’ and ‘further’, as well as enabling problem solving, working out how far the cars travelled. Skills in phonics (linking sounds and letters) mean that children confidently ‘have a go’ at sounding out unfamiliar words. Examining their feelings during Sports Day and writing them down, a group of children correctly identified ‘er’ as a part of the word ‘nervous’. Pupils continue to develop key reading skills rapidly and standards are at least above average by the end of Year 2. At this stage, pupils independently and readily refer to dictionaries to help them to extend their

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Achievement of pupils

vocabulary. Reading standards are significantly above average by the end of Year 6. Here, pupils are avid readers and talk with great interest about the books they read and their favourite authors. Pupils write in a wide variety of styles and different subjects, using ‘story maps’ and other devices to plan extended pieces of writing.

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Achievement of pupils

Typically, learning is fast paced, and learning through linked subjects in themed learning ensures pupils’ eager engagement and the rapid development of their key skills. Disabled pupils and those with special educational needs make excellent progress from their different starting points also and generally reach national expectations by the end of Year 6. Pupils speaking English as an additional language make excellent progress by being immersed in an environment rich in speaking and language.

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Achievement of pupils

Pupils also achieve significantly well for their age in extra-curricular pursuits. Pupils at the school recently won the local Tri-Golf championship, were semi-finalists in a local netball championship and achieved individual success in regional swimming championships. These successes are often underpinned by the excellent range of professional sports coaching the school provides.

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Quality of teaching

Excellent teaching and management of behaviour is evident at all levels and this leads directly to pupils’ rapid progress and exemplary attitudes. Teachers have high expectations and challenge the pupils’ thinking through skilled and probing questioning, adapting their teaching according to the pupils’ responses. In the Reception class, activities are planned well to meet their needs and interests, inside and outdoors. Adults model language well and encourage independence. Throughout the school, teachers provide an excellent range of problem-solving and discussion opportunities, encouraging confident independent thinking. Older pupils’ workbooks showed common use of algebraic theories usually learned in secondary school to find solutions to problems. Teachers’ high expectations and often dynamic style inspires learning. Typically, in an outstanding Year 5 creative writing session, lively ‘talk- partner’ discussions, encouraged by astute questioning, promoted pupils’ self-esteem

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Quality of teaching

and enabled pupils to share and generate imaginative ideas for their writing. In all classes, the additional adults made a very significant contribution to the learning of specifically identified pupils.

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Quality of teaching

Reading is taught exceptionally well, from sharply focused sessions on the sounds made by letters, to developing skills of comprehension. Teachers promote attributes such as teamwork through collaboration on tasks and in discussion, promoting pupils’ social skills very well. Pupils are often given the opportunity to evaluate their own work, using clear criteria. Some older pupils are encouraged to think even more about their learning by deciding for themselves how they will measure their success, but this practice is not widespread or fully developed as a further means for pupils to take responsibility for their learning. Teachers’ helpful and often excellent written guidance explains how work can be improved or learning secured. Sometimes, pupils are required to initial the comments, but time for them to reflect on the guidance and make the improvements is not consistently given.

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Quality of teaching

By identifying with clarity and speed the specific difficulties of disabled pupils and those with special educational needs, individualised action is put in place to tackle their targets. Teachers check progress carefully in class and in sharply focused short- term withdrawal sessions, so that programmes can be reviewed and adjusted. Parents and carers, along with their children, justifiably praise the high quality of the teaching.

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Behaviour and safety of pupils

Discussions and school records show that the excellent behaviour seen during the inspection is typical of daily school life. This view is shared by pupils and their parents and carers. Pupils are members of a caring community in which they all can play their part, for instance, as well-trained ‘playground pals’, or as school councillors, or taking part in the local Pupil Parliament. Pupils move around the school very sensibly and quietly with the minimum need for supervision. The pupils’ exemplary classroom behaviour and high levels of attendance reflect their strong work ethic. Pupils are highly motivated, making an exceptional contribution to their own learning by working cooperatively and being very considerate towards each other. Pupils feel very safe in school, and all parents and carers responding to the questionnaire agreed that the school keeps their children safe. Pupils identify and minimise potential risks, for instance through road safety training and the school’s

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Behaviour and safety of pupils

robust approach to online protection. Anti-bullying sessions have enabled a shared clear understanding of the various kinds of bullying that pupils might encounter. Pupils know how to deal with any incidents because the school has devised well- understood procedures in case of need. School records confirm that incidents are very rare, apart from some very occasional temporary falling-out between friends.

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Leadership and management

The school is in a very strong position to continue on its path of improvement. The headteacher tolerates no complacency and inspires the staff team to improve teaching and learning further. The school places great emphasis on empowering staff to contribute fully to school improvement through a training and development programme for aspiring and current leaders and managers. The high quality of this is recognised in the area, where it is supporting and developing teaching and learning in another local school. Rigorous checks on staff performance and the impact of teaching on pupils’ progress pinpoint where further training is needed. Subject leaders make a strong contribution to driving improvement in their areas and supporting their colleagues. The governing body monitors the school’s work very thoroughly and holds the staff to account for the pupils’ achievement. It takes very seriously its responsibility for ensuring that safeguarding requirements are met,

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Leadership and management

checked and vigorously maintained. The inclusion of pupils in governors’ checks on safety in and around the school informs pupils’ views that this aspect is outstanding. Parents and carers are overwhelmingly supportive. A very few commented adversely on the handling of concerns, but inspectors’ investigations could find nothing to substantiate this view.

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Leadership and management

The curriculum gets off to a lively start in the Early Years Foundation Stage. Throughout the school, it focuses sharply on basic skills and inspires learning through lively themes and visits, promoting pupils’ spiritual, moral, social and cultural development to a very high degree. For example, the current series of themed weeks focuses separately on the school, local, national and global communities. The breakfast club provides a nurturing start to the day for participants. The inclusion of elected pupils in school managers’ discussions about curriculum developments, and in health and safety tours of the school with governors, enriches their understanding of a democratic society and ensures that pupils are included in all the school has to offer. Everyone is accepted as a valued member of the school family. Consequently, the school promotes equality and tackles discrimination very effectively. Pupils and

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Leadership and management

their circumstances are well known, so that highly effective action is taken if there is the remotest sign of possible underachievement. As a result, any gaps in achievement, such as those previously for more able boys in mathematics are quickly identified and rapidly closed.

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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 54 42 2 2 Primary schools 14 49 32 6 Secondary schools 20 39 34 7 Special schools 33 45 20 3 Pupil referral units 9 55 28 8 All schools 16 47 31 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September to 31 December 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data 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. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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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

Attendance: the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour: how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and 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

Floor standards: the national minimum expectation of attainment and progression measures.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and 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.

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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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Common terminology used by inspectors

Safety: how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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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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Twickenham TW2 6LF

Thank you for the warm welcome you gave the inspection team when we visited your school. Thank you also for sharing your views with us and to those of you who completed the questionnaire.

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Twickenham TW2 6LF

You go to a super school. It is outstanding, as it was at the previous inspection. These are some of the things we found:

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Twickenham TW2 6LF

 The curriculum provides very many enjoyable experiences for you, linking subjects together and including many clubs and events. You mentioned many that you have enjoyed, including gardening, knitting, and film club.  Members of staff take excellent care of you and teach you how to keep yourselves safe and deal with any risks you might face.  Your exceptionally positive attitudes to learning and exemplary behaviour contribute significantly to your outstanding progress.  You are taught very well. Teachers make lessons really interesting and help you to make excellent progress.

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Twickenham TW2 6LF

There are just a couple of things in your lessons that will make your learning even more effective.

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Twickenham TW2 6LF

 Some of you are helped to think about what you need to do to succeed in a task (the success criteria) and that helps you take responsibility for your learning. We have asked the school to help all of you further in this.  Teachers’ written marking often offers you excellent guidance. We have asked the school to make sure you are given time to follow this up and show that you have learned from the guidance.

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Twickenham TW2 6LF

You can play your part in helping the school to get even better by continuing to work hard and challenging yourself to do really well.

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Twickenham TW2 6LF

Ruth McFarlane Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available 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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