Setting

Ms Gill Westbrook Headteacher Bishop Winnington-Ingram CofE Primary School Southcote Rise Ruislip Middlesex HA4 7LW

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Ingram CofE Primary School

Following my visit to your school on 25 March 2015, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. 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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Ingram CofE Primary School

The visit was the second monitoring inspection since the school was judged to require improvement following the section 5 inspection in January 2014. It was carried out under section 8 of the Education Act 2005.

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Ingram CofE Primary 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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Ingram CofE Primary School

 ensure the sustainability of improvements through increasing the autonomy of leaders and governors as the level of external support decreases  implement measures which secure improved attendance, particularly of disadvantaged pupils. Tribal Kings Orchard 1 Queens Street Bristol, BS2 0HQ T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0117 311 5269 Email : klara.davies@tribalgroup.com

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Evidence

During the inspection, meetings were held with the headteacher and other senior leaders, middle leaders, three governors and a representative of the diocese to discuss the action taken since the last inspection. I talked informally to pupils during break time and to parents attending teacher consultation meetings. The school action plan was evaluated. I made short visits to all year groups, accompanied by the deputy headteacher to observe learning and look at work in pupils’ books. A range of documentation was considered, including information regarding pupils’ achievement, checks on the quality of teaching, governing body minutes and external reports on the quality of the school’s work.

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Context

Since my first visit in April 2014, three newly qualified teachers and two trainee teachers have joined the staff team. Two new governors have been recruited.

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Main findings

Following my first visit you revised and improved your action plans. These plans now cover the whole school year, and make clear links between actions taken and pupils’ achievement. Clear, challenging targets have been set. You examine information relating to different groups of pupils, relevant to the school’s context. For example, you consider the achievement of those eligible for free school meals separately from those whose parents are members of the armed forces. You are ensuring that any gaps are identified and tackled quickly.

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Main findings

The drive to improve writing has continued and is depicted visually throughout the school. Expectations have been raised and pupils say they enjoy being challenged. Pupils also report that changes to the mathematics curriculum have made this subject ‘more fun’. On my visits to lessons I saw examples of pupils excitedly tackling mathematical problems which were developing their reasoning skills.

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Main findings

Although test results in 2014 showed some improvements on the previous year, they were disappointing overall. Internal school information shows very challenging targets have been set for 2015. Regular assessments of pupils’ progress, which are independently checked, support your confidence that many of these challenging targets will be met this year.

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Main findings

Middle leaders have continued to grow into their roles and are committed to ongoing teamwork to embed a culture of consistency throughout the school. For example, they have discussed the way in which the skill of report writing is taught to pupils of different ages, making sure that teaching plans demonstrate a consistency of approach. This joined-up style of working ensures their work has an increasing impact on pupils’ achievement. Governors are seeking to continually improve their knowledge of the school and their skills as governors. They know the school well, and are better informed through useful summaries of information about pupil progress, and whether the school is on track to meet its challenging targets.

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Main findings

You identified a significant increase in the proportion of pupils who were persistently absent in 2014 and are working with individual families through a range of interventions to improve this situation. Overall attendance also dipped in 2014 and has remained below national average in the current year. The attendance of those eligible for free school meals is particularly low.

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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

School leaders have received significant support from the diocesan adviser in setting up systems and structures to monitor pupils’ achievement and in reporting this to governors in an accessible way. The adviser has also brokered links with good and better schools. As a result, leaders are part of a group of faith schools who work together to focus on similar areas for improvement. Links to the local secondary school have resulted in skilled Key Stage 3 practitioners delivering lessons to Year 6, preparing them well for their next steps in education.

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External support

Under new arrangements for the oversight of school improvement within the local authority there is no longer a link adviser to the school. The local authority have commissioned an external provider to review all schools in the borough but this school not yet been visited.

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External support

I am copying this letter to the Chair of the Governing Body, the Director of Children’s Services for Hillingdon and the London Diocesan Board of Education.

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