Setting

Claire Fletcher Headteacher St Paul's CofE Primary School Worlidge Street London W6 9BP

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School

Following my visit to your school on 1 July, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report 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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School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in April 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 you, the Chair of the Governing Body, a senior representative of the local authority and the lead advisor of the London Diocesan Board for Schools. The school action plan was evaluated. A series of brief visits were made to classrooms to look at the impact of the actions which the school has taken since the previous inspection. A range of documentation was reviewed, including records of senior leaders’ observations of lessons, minutes of a strategy team meeting and school information about pupils’ progress and attainment.

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Context

There have been no significant changes to the school’s context since the previous inspection. 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 311 5316 Direct F 0117 315 0430 Direct email :Shannyn.sachse@tribalgroup.com

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Main findings

The school’s post-Ofsted improvement plan addresses all the areas for improvement identified in the recent inspection. The plan includes sensible actions and has appropriate timescales and success criteria for judging progress. However, the plan would benefit from more interim milestones to help the governing body check regularly that the school’s actions are making a difference to improving the quality of teaching and pupils’ learning.

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Main findings

Governors have had training so that they are able to interpret the information that the school is providing about the progress that pupils are making. A data challenge group has been established so that senior leaders and governors can check on the progress that pupils are making at regular intervals. A strategy challenge group has been created so that governors, senior leaders and representatives from the local authority and the London Diocesan Board can work together to check the progress that the school is making in implementing the planned improvements.

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Main findings

Links have been made with outstanding schools so that teachers can visit to observe outstanding teaching and improve their own practice. The school’s subject leaders for English and mathematics have been working closely with teachers to identify strengths and weaknesses and set targets for improvement. Teachers have had training to help them improve the quality of their lesson planning and their marking of pupils’ work.

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Main findings

The school has adopted a new format for recording lesson observations and senior leaders have carried out a series of observations and given staff helpful feedback on strengths and areas for development in their teaching.

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Main findings

Improved systems and procedures are being developed so that the school is able to track the progress that pupils make more efficiently and quickly identify pupils who are not making expected progress or who are at risk of falling behind.

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Main findings

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

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Main findings

 ensure that the school’s improvement plan specifies more precisely how and when the planned improvements will be evaluated.

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Main findings

Ofsted may carry out further visits and, where necessary, provide further support and challenge to the school until its next section 5 inspection.

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External support

The London Diocesan Board for Schools has provided training for the governing body and is working with the school to help improve the quality of teaching. The school has commissioned an independent advisor to support development in mathematics. The local authority has supported links with other schools. A joint review is planned to be completed shortly so that a secure baseline from which future progress can be measured can be confirmed.

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External support

I am copying this letter to the Chair of the Governing Body, the Tri-borough Director of Children’s Services and the London Diocesan Board for Schools.

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