Setting

Store Street Manchester M1 2WD T 0300 123 4234 www.gov.uk/ofsted

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Ms Resham Mirza Tiverton Primary School Pulford Road London N15 6SP

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School

Following my visit to your school on 9 June 2017, 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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School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in June 2016. It was carried out under section 8 of the Education Act 2005. At its section 5 inspection before the one that took place in June 2016, the school was also judged to require improvement.

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School

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the last section 5 inspection in order to become a good school.

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School

The school should take further action to:

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School

 ensure that there are regular checks throughout the year on the progress made towards the targets set in the school development plan  sharpen up achievement information, to include the progress and attainment of the most able disadvantaged pupils  always provide challenging work for pupils, and especially the most able pupils, including the most able disadvantaged, particularly in mathematics.

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Evidence

During the inspection, meetings were held with you, other senior leaders and members of the governing body, including the chair. I also held a meeting with a representative of the local authority to discuss the actions taken since the last inspection. The school’s improvement plan was evaluated. You and your leaders shared with me a range of documents to show how you are monitoring improvements to pupils’ progress and attainment. I observed the quality of teaching in key stage 2 classes with you, which enabled me to see pupils at work in lessons, and to assess progress over time in pupils’ books.

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Context

Since the previous inspection, there has been one new key stage 2 teacher and two new governors appointed. You have made some important recent appointments to strengthen the capacity of leadership. A new business manager has been appointed this academic year, and a new assistant headteacher (who will lead on mathematics) and an inclusion leader will take up their posts in September 2017. In addition, six new teachers have been recruited for September 2017, mostly in key stage 2.

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Main findings

You are determined to secure a good education for all pupils. There is a clear drive to secure improvements in provision across key stage 2, so that it matches that in the early years and key stage 1. The development plan prioritises actions to address the two key issues identified at the last inspection. However, the plan does not identify regular checks to assess the progress which has been made towards overall end-of-year targets. This limits leaders’ ability to make sure that actions are securing sufficient progress and to identify any potential weaknesses.

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Main findings

The deputy headteacher provided me with a clear overview of achievement information for almost all significant groups. This confirms that you and other leaders, including the governors, have a much better understanding of the school’s overall performance. As a result, you scrutinise more carefully the impact teaching has on pupils’ learning and progress, including the use of interventions. You also use this information to hold both teachers and teaching assistants to account for the progress pupils make in their classes. As a result, staff have higher expectations, and plan more effectively to meet pupils’ different abilities. Achievement information and other monitoring activities inform you of where additional training and support for staff and pupils should be targeted. This includes a cycle of coaching, modelling and team teaching for staff in mathematics. Performance information confirms that across key stage 2, pupils are making better

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Main findings

progress than they did previously, including the most able pupils and those pupils who have special educational needs and/or disabilities. However, you have yet to identify the progress that the most able disadvantaged pupils make. It is crucial that you and other leaders, including governors, focus on this group’s progress, given that pupils in this group underachieved significantly in reading and mathematics in 2016. You provided me with this group’s progress, confirming that it is achieving as well as all other groups. However, as leaders, you need to be fully aware of this group’s progress at all times to make sure that these pupils do not falter in their achievement as they did previously.

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Main findings

You have improved other aspects of provision for the most able pupils and those pupils who have special educational needs and/or disabilities, with new resources and bespoke training for staff in mathematics. A further focus has been to develop pupils’ mathematical vocabulary and to deepen pupils’ mathematical thinking. Inspection evidence confirms that pupils are working at least at age-related expectations across key stage 2 in mathematics and that most are making stronger progress than previously. However, you agreed with me that there are still inconsistencies in the level of challenge provided for the most able pupils.

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Main findings

You and the leader of English explained how you have worked to raise pupils’ achievement in reading and writing. This includes a revision of how reading is taught, incorporating a greater focus on developing pupils’ vocabulary and comprehension skills, through high-quality core texts. There are many inviting areas around the school for pupils to read for pleasure. In lessons, it is evident that pupils enjoy reading and are confident to read some complex and challenging books. Staff now enable pupils to practise, apply and extend their spelling, punctuation, grammar and handwriting in extended writing activities. Pupils’ writing is used well to assess and track progress rates and levels of attainment. Assessments are moderated regularly to ensure accuracy and to identify any learning gaps. Teachers use this information to plan the next steps in learning. From our observations, it is evident that the handwriting policy implemented last September has improved

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Main findings

pupils’ presentation significantly. Pupils take pride in their work and are making better progress in their writing.

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External support

The local authority adviser regularly checks on the impact of your work, through monitoring activities and termly meetings. As a consequence, you are confident that your judgements, particularly for the quality of teaching, learning and assessment, are accurate. You have also brokered your own support from a consultant. The local authority adviser has provided training, so that governors are better informed about the school’s performance. This, together with a much clearer presentation of school achievement information, means that governors are better informed. As a consequence, they are fully involved in deciding key strategies and policies to move the school forward. Local authority officers monitor the school’s progress in addressing the key recommendations outlined at the last inspection. However, the lack of termly milestones in the school’s development plan means that they are unable to assess

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External support

with confidence the interim progress towards targets set for the end of the academic year.

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External support

I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Haringey. This letter will be published on the Ofsted website.

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