Larkhall Primary Campus

School report Lark Hall Primary School (including the Lark Hall Centre for pupils with autism) Smedley Street, London, SW4 6PH

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Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Leadership and management Good 2 Behaviour and safety of pupils Good 2 Quality of teaching Good 2 Achievement of pupils Good 2 Early years provision Good 2

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Summary of key findings for parents and pupils

 Children make a good start to school life in the early years.  There is an improving picture of achievement over time. Almost all pupils make the progress they should, and some are making more rapid progress.  Attainment is rising and gaps between different groups of pupils are closing quickly, including in the early years.  Pupils behave well around the school. They are kept safe and say that they feel safe. Pupils are keen to learn and develop good work habits.  Teachers have high expectations of pupils’ behaviour. Staff check pupils’ work regularly and give pupils helpful guidance about how to improve.  The headteacher and senior leaders set high expectations of the staff and pupils alike. Leaders have established a strong culture and ethos of improvement.  The school’s values of ‘honesty, respect, equality, caring and enjoyment’ are upheld by the whole school community.  Governors are well informed and provide the

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Summary of key findings for parents and pupils

school’s leaders with a good level of challenge and support.  A wide range of well-planned activities adds depth and breadth to pupils’ learning.  Good provision in the centre ensures pupils achieve well. These pupils are integrated effectively into the social and academic life of the school.

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It is not yet an outstanding school because

 Not enough pupils reach higher levels of attainment, especially in writing. Teachers do not always extend the writing opportunities for the most capable pupils and challenge them to reach the highest levels.  Children in the early years need more targeted support from adults to develop their communication skills and more opportunities to practise early writing skills.

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Information about this inspection

 Inspectors observed the school’s work and looked at a number of documents, including information on pupils’ current progress, school improvement planning, the use of additional funding, checks carried out by leaders on teaching, and records relating to behaviour, attendance and safeguarding.  Inspectors visited lessons for varying amounts of time to observe pupils’ learning and to look at pupils’ work in their books. Almost all observations of learning were carried out jointly with senior and/or middle leaders.  Inspectors observed break times, lunch times, and the start and end of the school day, as well as attending two assemblies.  Inspectors met with three groups of pupils and talked to them about their work, including reading, as well as their views of the school.  Inspectors met senior and middle leaders, other staff with particular responsibilities, seven governors including the Chair and Vice Chair of the Governing Body, and a representative from the local authority.

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Information about this inspection

 Inspectors considered the 33 responses to the online questionnaire, Parent View, and spoke to a sample of parents and carers at the beginning and end of the school day.

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Inspection team

Jane Wotherspoon, Lead inspector Her Majesty’s Inspector

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Information about this school

 Lark Hall is a much larger than most primary schools. The school has 15 part-time places, both morning and afternoon, and 15 full-time places in the nursery.  Almost all of the pupils are from minority ethnic groups; this is much higher than the national average. Two thirds of pupils speak English as an additional language; this is also much higher than the national average.  Nearly two thirds of pupils are supported by the pupil premium. This is additional funding for pupils known to be eligible for free school meals, or are looked after by the local authority. This figure is much higher than the national average.  The percentage of disabled pupils and those who have special educational needs is above average.  The school has special resource provision for pupils who have autism. There are 29 pupils currently in the provision, all of whom have a statement of special educational needs.  A higher proportion of pupils leaves or joins the school other than the usual times. This affects all year

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Information about this school

groups.  The children’s centre based on the school site and managed by the governing body on behalf of the local authority is inspected separately. The centre’s report can be found on the Ofsted website.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.  Since the previous inspection, the roles of middle leaders have been reorganised and modified. Several staff are new to the school, including some who are new to teaching.

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What does the school need to do to improve further?

 Increase the proportions of pupils who reach higher levels of attainment, especially in writing, by:  ensuring that teachers consistently challenge pupils to meet higher expectations  extending the writing opportunities for the most capable pupils.  Strengthen provision in the early years by:  making sure adults encourage children to practise mark making and written recording as part of their everyday activities  increasing opportunities to develop children’s communication skills with more targeted adult support during role-play activities.

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The leadership and management are good

 The headteacher and senior leadership team are ambitious for the school. The senior team works together effectively and leads by example with drive and passion. Their clear vision helps set direction for improvement and firm expectations of staff.  A detailed plan of action, based on rigorous monitoring and thorough evaluation of what works well and what needs to improve next, drives improvement. A systematic approach to checking pupils’ progress each term enables leaders to put in place appropriate programmes of support for identified pupils.  Middle leadership is strong. Staff who lead a phase of the school have a good overview of how well pupils are doing from their monitoring. Action plans for the phases are cohesive and evaluated regularly. Some subject leaders are quite new to their role and have some work to do to develop subjects and action plans in light of changes to the curriculum.  The leadership of teaching is a real strength. Joint observations carried out with the inspection team

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The leadership and management are good

showed leaders are insightful, honest, rigorous, and accurate. Leaders have established a strong culture and ethos in which teachers are reflective and keen to improve their practice. Detailed oral and written feedback to teachers about how to improve is linked closely to opportunities for professional development and training through peer support and coaching. This includes coaching and modelling to support pupils who have additional needs. There are strong links between teachers’ targets, outcomes for pupils and teachers’ pay.  The curriculum is enjoyable and memorable. It brings learning to life for pupils and makes meaningful links across different subjects. Pupils spoke enthusiastically about the very wide range of local trips and visits that enrich their learning. Various interesting opportunities in sports, music and the arts contribute much to pupils’ personal development, as does a new strand of the school’s planned curriculum in

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The leadership and management are good

personal, social and character development. Themed weeks throughout the year increase pupils’ understanding about the wider world.  Sports funding has been used effectively. Support from sports coaches is helping to improve the skills of teachers, as was seen during inspection. Gifted and talented pupils are identified, for example gymnasts, and supported to enter local competitions.  Parents feel that communication is effective and that staff are approachable. The new home-school diary and the parents’ handbook contain a wealth of information about the school’s values and policies as well as guidance on how to support their children’s learning. Parents find the on-line homework helpful. Regular contact with parents of children who attend the centre for autism are maintained effectively through a weekly diary.  All staff are trained in safeguarding pupils. Systems to follow up concerns about pupils meet requirements.

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The leadership and management are good

The school promotes pupils’ awareness of safety through the curriculum and works well with vulnerable families through services that operate from the on-site children’s centre.  The local authority has supported the school with focused and well-targeted advice which has been well received and acted upon by leaders and staff.  The governance of the school:  Governors bring a wide range of skills and expertise to their role. They are well informed and knowledgeable about the school’s strengths and areas for improvement. They are clear about the links between performance management and the quality of teaching in relation to teachers’ pay and have a good understanding of the school’s plans for the new curriculum and assessment systems.  Governors have a good overview of pupils’ performance, including that of disadvantaged pupils for whom the school receives additional funding. This knowledge helps governors to challenge the school

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The leadership and management are good

and to be assured that spending decisions are having the desired impact. For example, the decision to spend additional funds for disadvantaged pupils on extra support from qualified teachers was trialled first and evaluated before being rolled out to each year group. Governors are equally clear about the impact of sports funding.  A recent audit of their own skills and an evaluation of their own effectiveness have highlighted some gaps that governors are keen to address. Governors have formalised their visits to school to work alongside the senior leadership team. They are involved in reviewing the vision and strategic direction of the school.  Procedures to keep pupils safe meet requirements. Governors are alert to the possible impact of wider safeguarding issues, such as extremism and radicalisation, on pupils’ well-being.

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Behaviour

 The behaviour of pupils is good. Pupils are clear about rules and expectations for behaviour. They understand the sanctions and respond positively to rewards. Parents’ view of behaviour is positive.  Pupils play well at playtime, although pupils say that some disputes at break time spill into lessons. Nonetheless, they feel that teachers handle misbehaviour well. Pupils appreciate the extensive play space with its different areas and equipment. Movement around the school is orderly and well managed.  Fixed-term exclusions, coupled with support from external agencies, have been used successfully to help a small number of pupils modify their behaviour. Incidents of misbehaviour are well recorded and analysed. Records show a decrease in the number of incidents.  Behaviour in the centre for autism is monitored closely. Staff are skilled in de-escalating challenging behaviour. Incidents are well recorded and tracked. Pupils feel secure and confident so that they are able

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Behaviour

to join their peers at break times and lunchtimes as well as during Friday afternoon clubs and trips to places of interest.  Pupils have positive attitudes to learning. In most lessons observed, pupils were engaged, keen, enthusiastic and wanted to do their best for their teachers. One told an inspector that Lark Hall is ‘just the best place’. Pupils talk enthusiastically about the wide range of learning opportunities and are especially positive about Friday afternoon ‘clubs’, where pupils from different years groups learn together.  The school council is involved in making decisions and members feel their views are listened to and acted upon. They take their roles seriously and know that they ‘have to be good role models’ to others.

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Safety

 The school’s work to keep pupils safe and secure is good. Pupils feel safe and are kept safe. There have been no recorded incidents of bullying this academic year. Pupils have a good knowledge of different types of bullying. They feel that any incidents are dealt with by staff. They are knowledgeable about the need for safe use of the internet and are aware of the dangers of cyber bullying. The home-school diary has some helpful information for parents about bullying.  Attendance is broadly average and has improved on last year’s figures. A relentless approach to following up absence has reduced the number of pupils who are absent frequently.

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The quality of teaching is good

 Over time, teaching has a positive impact on pupils’ achievement and enables pupils to make good progress. Well established routines, clear expectations of behaviour, and strong relationships underpin a positive atmosphere for learning in each classroom. Pupils are frequently encouraged to work independently from an adult, and collaboratively, which promotes their social development effectively.  Teachers frequently provide pupils with a clear structure for their written work. Older pupils, in particular, have a good range of opportunities for writing in different styles and formats. At times the structure for writing is too rigid to enable more able writers to write freely and at length.  Pupils’ books show clear evidence of good feedback from teachers and guidance to help pupils improve. The best examples show that pupils respond regularly to their teachers’ marking and, in doing so, practise

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The quality of teaching is good

key skills. The school has developed its system for assessing pupils’ progress in the new curriculum linked to targets for each year group. Pupils have a good awareness of how this system works and how the targets link to teachers’ marking of their work.  Teachers check pupils’ understanding regularly during lessons through good questioning techniques. Links between their teachers’ assessment of pupils’ understanding and modifications in planning for subsequent lessons are strong. This practice feeds directly into additional support for individuals and/or groups of pupils to help clarify misconceptions.  Teachers plan a wide range of open-ended activities using a cross-curricular approach that ensures pupils use their reading, writing and communication skills in different subjects. Often, activities are presented in interesting ways which encourage opportunities for discussion and creative thinking. In mathematics,

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The quality of teaching is good

teachers skilfully lead pupils to devise their own strategies for working rather than simply telling them how to do it.  Teaching in the centre for autism is good. The high proportion of adults to pupils means that adults know pupils inside out. Programmes of work are tailored really effectively to meet pupils’ individual needs.

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The achievement of pupils is good

 Attainment in reading, writing and mathematics at the end of Year 2 is improving. It is getting closer to average each year, although remains below the national figures overall. This is because too few pupils reach the higher level of attainment, Level 3.  The results of checks on pupils’ knowledge of phonics (the link between letters and the sounds they represent) at the end of Year 1 have improved considerably and in 2014 were higher than average for all groups of pupils.  Attainment is broadly average at the end of Year 6, except in writing. The proportion in the main school reaching the expected level, Level 4, compares favourably with the national picture. Overall figures are affected by the small proportion that reaches the higher level of attainment, Level 5, in writing. Reading is much stronger.  The attainment of disadvantaged pupils for whom the school receives additional funding is below that of

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The achievement of pupils is good

others in the school and nationally. Overall the gap is around a year in writing and two terms in mathematics. However, the gap is closing year on year, and has closed completely in reading. The proportion reaching the expected level, Level 4, is close to the national figures, but few reach Level 5. Disadvantaged pupils make at least as much progress as other pupils, and in some cases their progress is better.  The school’s information shows that pupils in other year groups are making good progress, so that more and more each year are reaching the levels they should for their age. This positive picture is borne out by the work in pupils’ books. A good focus on using mathematics skills in different subjects gives pupils plenty of chances to solve problems that will help them in life. Provision and outcomes in reading are a real strength of the school. Pupils enjoy reading.  Disabled pupils and those with special educational needs make good progress. Some make rapid progress

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The achievement of pupils is good

as a result of focused support and interventions. Pupils in the centre for autism make good progress from their different starting points, but not rapid progress because of the complex nature of their learning difficulties.  Pupils who speak English as an additional language are represented in all ability groups. Once they have sufficient grasp of English they achieve well.  More able pupils make expected progress and some make more than expected progress. At times, more could be expected of them, especially in their written work, so that they achieve the highest levels possible.

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The early years provision is good

 Many children join the Nursery without the skills in speaking or the expressive language that are typical for their age. About two thirds are in the early stages of learning English. This has an impact on their ability to communicate. Many show typical levels of development in their personal and social skills, however, and in their curiosity and ability to explore the well organised and stimulating environment.  Children adapt quickly to the routines and expectations of their behaviour. For example, the way that all children in Nursery and Reception walked to the hall for assembly, sat still and listened to a story was impressive. Opportunities for physical development are numerous; this too is a strength of the provision.  Children are cooperative and inquisitive learners who make good progress in developing their understanding of the world – an area that many children have little experience of when they start. The

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The early years provision is good

spacious outdoor area and extensive grounds offer a wide range of interesting things to do and explore.  Staff are alert to the fact that a few children have starting points that are above what is typical for their age and ensure that these children are helped to move on quickly in, for example, learning phonics and starting to read.  Interactions between adults and children help to extend learning and, in particular, help children to learn to communicate. Children do not always learn as much as they could from the many opportunities for role play when adults are not available to model how to play and feed in appropriate vocabulary. Children do not always take advantage of opportunities to practise their skills in mark making and recording.  Assessment is accurate and incorporates information from parents when children start school. Observations of children’s learning are regular and form a comprehensive record of their progress over

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The early years provision is good

time which is tracked and checked by the early years leader.  The proportion of children who reach a good level of development by the end of the early years, including those who are disadvantaged, is above average. They start Year 1 ready to learn. However, not many children exceed the levels expected for their age.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is failing

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Grade Judgement Description

to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 100576 Local authority Lambeth Inspection number 454657

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Community School Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 400 Appropriate authority The governing body Chair Cathy Hawkins Headteacher Gary Nichol Date of previous school inspection October 2010 Telephone number 020 7622 3820 Fax number 020 7627 3813 Email address admin@larkhall.lambeth.sch.uk guidance ‘raising concerns and making complaints about Ofsted', 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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School details

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 and as part of the inspection.

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School details

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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School details

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 and 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 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

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School details

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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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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