Setting

Jillian McCalla Headteacher Wingfield Primary School Moorehead Way London SE3 9XU

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Education act 2005 to Wingfield Primary School

Following my visit to your school on 15 February 2013, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report on the findings of my visit. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Education act 2005 to Wingfield Primary School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in December 2013. It was carried out under section 8 of the Education Act 2005.

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Evidence

During the visit, meetings were held with the headteacher, other senior and middle leaders, the Governing Body and a representative of the local authority. The school action plans were evaluated and other monitoring documents scrutinised.

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Context

There have been no significant changes to the school’s context since the last section 5 inspection.

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Main findings

The findings of the section 5 inspection acted as a catalyst for the headteacher and governors to re-examine the school’s effectiveness. The headteacher and senior leaders are correctly focussing on raising the quality of teaching. The headteacher is aware that improvements need to be made as quickly as possible and therefore a number of initiatives are running at the same time. Tribal 1-4 Portland Square Bristol BS2 8RR T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0117 3115319 Direct F 0117 3150430 Direct email :matthew.parker@tribalgroup.com The frequency of formal and informal lesson observations has increased and this is beginning to identify what specific aspects of teaching need to be improved. The headteacher and senior leaders are establishing better links between the assessment of pupils’ progress, analysis of pupils’ work in their books and lesson observations in

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Main findings

order to pin-point where improvement is needed most.

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Main findings

Action plans are succinct and address the main issues needed to improve the school. Timescales are identified for monitoring the plans but, given the range of improvements underway, they would benefit from identifying more specifically the priority of the actions, what exactly is going to be monitored and how success will be measured. There is still a way to go before the school determines exactly what can be achieved rapidly and what my take longer to improve.

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Main findings

Underpinning other planned improvements is a new system to enable the school to check more easily how much progress pupils are making. This is in its infancy at present as the school gets to grip with the more detailed analysis possible in the new system.

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Main findings

Senior and middle leaders are more aware of their role and are beginning to increase the focus of their work to specific areas of school improvement especially in the key areas of English, mathematics and teaching phonics (the sounds letters make).

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Main findings

Since the inspection, the Governing Body has established an executive group to check weekly the progress of the school’s action plans. This is helping to focus their work. They are fully aware that they need to reorganise their processes and procedures and increase their knowledge about school improvement. They know they need to ask more searching questions of school leaders about how well the school is doing.

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Main findings

Senior leaders and governors have begun to take effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. Following the visit to the school, HMI recommend that further action is taken to:

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Main findings

 Establish more clearly priorities for development so that the focus for improvement is proportional to where it is needed most.  Improve the effectiveness of the Governing Body through establishing clear roles for all governors, a wide programme of training and developing efficient procedures to gather the information required to support and challenge the headteacher and senior leaders about the school’s performance.

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Main findings

Ofsted will continue to monitor the school until its next section 5 inspection.

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External support

The school has liaised closely with the local authority who keep a watch on the school’s improvement with regular meetings involving the Director of Children’s’ Services, the headteacher and chair of governors. The local authority knows the school well. Through the local authority the headteacher has established good links with an outstanding school. The school has also commissioned other external support, for example to improve the quality of teaching. The external support has helped to spark change but it is too early to determine the overall impact on the school’s performance.

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External support

I am copying this letter to the Chair of the Governing Body and the Director of Children’s Services for Greenwich and as below.

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