Setting

Lilian Umekwe Headteacher Stockwell Primary School Stockwell Road London SW9 9TG

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School

Following my visit to your school on 4 October 2013, 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 June 2013. It was carried out under section 8 of the Education Act 2005.

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School

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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School

 finely tweak the dates on the development plan so that close checking can be undertaken for all actions identified, especially teaching.

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Evidence

During the visit, meetings were held with you, other senior leaders, teachers and members of the governing body. I also spoke on the telephone to the Chair of the Governing Body and a representative from the local authority. A classroom review was undertaken, informal discussions were held with pupils and work books were scrutinised. The school improvement plan was evaluated. 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 5359 Direct F 0117 315 0430 Email : christina.bannerman@tribalgroup.com

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Context

The school is one of three local schools that have formed an informal federation. The headteacher from the outstanding school in the federation was seconded as the executive headteacher in July 2013. At the start of this term, the local authority requested extra support from a headteacher from a local good school. This headteacher provides additional support to the assistant headteachers. Two of the four assistant headteachers were appointed in July and September of this year. Two classroom teachers and the special educational needs coordinator are due to leave at the end of October. Replacement teachers have been appointed.

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Main findings

The relatively new executive headteacher has quickly implemented measures which are already improving progress throughout the school. For example, marking is improving further and the support for teachers’ professional development is now more focused. The 2013 results for Year 6, Year 2 and the phonics screening check were below national expectations and the new senior team recognise there is a lot of work needed to enable the pupils to catch up. The performance of all pupils was thoroughly examined at the beginning of the term. As a result, achievement information about pupils currently at the school is now more accurate. Performance management in the form of staff appraisals have already been undertaken for senior staff, who are being set challenging targets. Staff say they have a better understanding of their responsibilities, and know they are now accountable for the performance of pupils’ in their classes. Senior leaders and the local authority say that

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Main findings

the school is already showing improvement in Key Stage 2. This is linked to the more rapid assessment of where weaknesses exist. Actions have already been implemented that includes; peer observations and observing stronger teaching at the federation’s outstanding school. The roles and responsibilities of all staff have been revised. Senior leaders report that this is contributing to increased accountability of all staff, particularly those holding leadership and management positions. For instance, senior leaders are more focused on managing change and measuring the impact on pupils’ progress. In addition to this, leaders have said that they have carried out several book reviews and identified individual action plans for teachers whose teaching was judged to be weak.

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Main findings

The development plan is an accurate assessment of actions that need to be taken by school leaders, as it encompasses the targets for improvement well from the last inspection. Actions are clearly prioritised and outlined, and there is a clear approach to monitoring the impact of actions. However, a few dates are not specific, which prohibits the close checking of some of the senior leaders’ work. For example a few deadlines state ‘across autumn and spring term’ instead of specific dates. Governors are starting to ask the right questions of how well leaders are achieving the targets set in the development plan. The achievement committee is undertaking a more in-depth check of how well the school is doing. Monitoring by this committee is set to be more frequent. Nevertheless, not all governors are familiar with how pupils’ achievement is measured or how to ensure that they gain an accurate understanding of the school’s performance against other schools, and how

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Main findings

it compares to national expectations. Training is still required in these areas. In addition to this, an external review of governance has not been undertaken.

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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 newly appointed local authority school improvement partner is providing improved support for teachers and the appropriate challenge for leaders. The support for the school’s action plan and the assessment of the quality of teaching has supported the school well. This has enabled school leaders to set precise individual targets for teachers. The headteacher from the partner school is supporting the work of the assistant headteachers effectively and is providing added support for staff to improve marking and identifying next steps in books. Increased support from the federation has been given to strengthen leadership including in the Early Years’ Foundation stage. The federation is beginning to support well the professional development of teachers by using peer observations.

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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 Lambeth.

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