Rosendale Primary School

Rosendale Primary School Inspection report

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131335 Unique Reference Number Lambeth Local Authority 315784 Inspection number 18 November 2008 Inspection date Kath Beck Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Primary Type of school Community School category 3–11 Age range of pupils Mixed Gender of pupils Number on roll 637 School (total) 0 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Mr Scott Swinton Chair Mrs Wendy Jacobs Headteacher 21 June 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Rosendale Road School address West Dulwich London SE21 8LR 020 8670 4962 Telephone number 020 8761 9997 Fax number

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3–11 Age group 18 November 2008 Inspection date 315784 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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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. 2 of 9 Inspection Report: Rosendale Primary School, 18 November 2008

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Introduction

The inspection was carried out by two Additional Inspectors who evaluated the overall effectiveness of the school. The inspectors investigated the following aspects, leadership and management, achievement and standards, teaching and learning and the Early Years Foundation Stage (EYFS). The inspectors met with staff, governors and pupils. Parts of some lessons were observed. Responses to the parents' questionnaires were anlaysed and issues rasied followed up with the headteacher; a selection of the school's documentation and a sample of pupils' work were scrutinised. The school's processes for monitoring teaching and learning, assessment of pupils' progress and self-evaluation were explored in depth. Other aspects of the school's work were not investigated in detail, but the inspectors found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified, and these have

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Introduction

been included where appropriate in the report.

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Description of the school

Rosendale is a large primary school. The majority of pupils come from White British backgrounds. The other large groups of minority ethnic pupils come from Caribbean or African backgrounds. The proportion of pupils eligible for free school meals is higher than usually found, while the proportion of pupils with learning difficulties and/or disabilities is below the national picture. Thirty-four pupils are at an early stage of learning English. At the time of the inspection, the Early Years Foundation Stage (EYFS) included children aged 3 to 5 in the Nursery and Reception classes. From 1 December 2008 the EYFS will include provision for children from birth to 5. The governors are responsible for a breakfast club and two after school clubs; one for children age 4 to 7 and another for children aged 8 to 11. The school is federated with another local school, Christ Church Church of England Primary, and the headteacher leads both schools as the

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 9 Inspection Report: Rosendale Primary School, 18 November 2008

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Grade: 1

Rosendale is an outstanding school. Exceptional leadership and management at all levels ensures pupils, whatever their background, first language or ability, achieve as well as they can. Every child and their future as an adult really matters. Through innovative approaches, pupils are motivated to do really well; love being at school and have a clear sense of purpose about what they are learning and why. There are many opportunities for children in the EYFS to use their initiative, solve problems and make decisions about their work. These skills, important for high levels of achievement, are built on and developed as pupils move through the school. Consequently, from varied starting points, they are confident, independent, creative young people who attain above average standards in English, mathematics and science when they leave the school. Parents are overwhelmingly supportive of the school and it is oversubscribed. In their responses

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Grade: 1

to the questionnaires, some parents wrote, 'A big school with a big heart'; 'This is a very good school where people and individuality still count'; 'I love the energy and creativity'; 'A great school with the right balance of academic rigour and caring community.' These views are supported fully by inspection evidence. High quality teaching and an outstanding curriculum lead to high levels of engagement, concentration and personal development. Staff use information and communication technology (ICT) imaginatively so that pupils' attention is caught immediately and sustained. They make links between subjects so that learning stems from pupils' experiences of life. Mathematics, for example, is presented in such imaginative ways that many pupils say that it is their favourite subject. Pupils' self esteem, their belief that they can tackle new learning successfully means they rise to their teachers' high expectations of them. This enables them to reach their

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Grade: 1

challenging targets. In addition they take immense pride in their work and its presentation because they know all their efforts are valued. Pupils respect their teachers and make sure their classrooms are tidy and attractive to work in. These factors also promote rapid achievement. A robust system allows class teachers and senior managers to track the progress of pupils carefully and identify early any concerns about achievement. This means teachers and support staff are very aware of the needs of the individuals or groups in their classrooms and are skilled at finding the right activity to help them make the best progress. Programmes of work are amended, sometimes on a daily basis to make sure individual needs and abilities are met. Analysis of data from national tests is used to identify areas for development. As a result, this year, the school is placing strong emphasis on enhancing pupils' skills in writing. Methods used

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Grade: 1

take account of the different ways in which boys or pupils from different backgrounds prefer to learn. They include giving the pupils a breadth of vocabulary so they can draw on this in their writing. Staff are also showing pupils who speak English as an additional language how to reflect their fluency in spoken language to good effect in their written work. Pupils are not afraid to put pen to paper as they are aware that good learning comes from mistakes. The way teachers mark work, especially writing, is really helpful in guiding pupils in refining and improving a draft until the best outcome is reached. These factors mean many pupils can now communicate their views and ideas powerfully in writing, capturing fully the attention of the reader. Governors, together with the senior leadership team, play an important role in the strategic development of the school that is also playing an increasingly important role within the

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Grade: 1

community. New buildings have improved the environment in which pupils learn. Extended 4 of 9 Inspection Report: Rosendale Primary School, 18 November 2008 provision for children from birth to three is due to open shortly. The federation with another school brings significant benefits. Pupils from the two schools share many activities that develop greater understanding of a wider multicultural society. Opportunities for senior staff to work in the partner school extend their leadership and management skills. The knowledge gained is used to bring about greater impact on achievement and standards in Rosendale. Successful events, such as an international evening that involved the parents and pupils of the two schools, are bringing about a greater understanding between the differing communities and partnership between the schools. The popularity of many events means the school is reviewing its arrangements so as many people as possible can enjoy them without overcrowding.

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Grade: 1

Leaders at all levels are involved in the school's self-evaluation processes. They know well the strengths of the school and what needs to be done to improve. Some informal processes are particularly successful. This is when staff identify an area for improvement that can be achieved successfully and quickly through discussion or demonstration of a new skill. Senior leaders lead by example and create an atmosphere in which all can succeed. The demands of the increased provision and the federation, while bringing many advantages also provide the school with the challenge to sustain its current high quality provision and levels of achievement. That said the school's track record of improvement and quality of the leadership means it has an outstanding capacity to improve.

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Grade: 1

Children's excitement about learning and the excellent progress they make in the EYFS mean they have the right skills and attitudes to build on when they enter Year 1. They join the nursery with a very wide range of ability, but by the time they leave reception their social, problem solving, creative and physical skills are ahead of those usually found. Children are confident to talk freely and have made a good start in reading and writing. The rich, broad and imaginative activities teachers provide give them an excellent insight into the world around them. For example, in learning about the senses of taste and smell they experimented with making pizzas, learned a little about Italy, made chef's hats and served customers in the classroom pizzeria. Some made 'aftershave' or 'perfume' from fresh herbs and spices and tested them for scent. These engaging activities promote high levels of concentration and good behaviour. This allows

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Grade: 1

teachers to talk to children individually or in groups, developing their knowledge, skills and understanding through effective questioning and discussion. In doing so, they present children with very good models of spoken English, especially for those children who speak little English when they join the school. The activities also give children a wide vocabulary that they use when taking their first steps towards writing. Teachers are skilled in linking indoor and outdoor learning, and in balancing teacher directed work, with opportunities for children to make decisions of their own. This is outstanding teaching. It evokes great enthusiasm and concentration from the children, with the result that they learn a great deal in a short time. Excellent leadership and management show a determination to ensure that children enjoy the best start to their school life. The school is ready to receive its youngest members in the new centre and has plans to ensure that it is as

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What the school should do to improve further

■ Sustain excellent achievement and provision whilst developing the additional on site facilities and relationship with the federated school. 5 of 9 Inspection Report: Rosendale Primary School, 18 November 2008 .

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What the school should do to improve further

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 of 9 Inspection Report: Rosendale Primary School, 18 November 2008

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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needs of learners?

Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? 1 The capacity to make any necessary improvements

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EYFS?

1 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 1 How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 1 How effectively is provision in the EYFS led and managed?

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Achievement and standards

1 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 1 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 7 of 9 Inspection Report: Rosendale Primary School, 18 November 2008

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 2 The attendance of learners 1 The behaviour of learners 2 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 1 How well are learners cared for, guided and supported?

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 1 How effectively leaders and managers use challenging targets to raise standards 1 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 8 of 9 Inspection Report: Rosendale Primary School, 18 November 2008

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Text from letter to pupils explaining the findings of the inspection

01 December 2008 Dear Pupils Inspection of Rosendale Primary School,London,SE21 8LR We thoroughly enjoyed meeting you during our recent inspection, and we want to say thank you for being so welcoming, helpful and polite. Special thanks go to the members of the school council for sharing their views of school life with us, and to the children who showed us around so confidently. You are fortunate to go to such an outstanding school, with excellent teachers and helpers. They take very good care that you are safe, and make sure that you do as well as you can. The lessons really capture your interest and it was good to see the pride you take in the presentation of your work. We are not at all surprised that nearly all of you attend very regularly, and your behaviour is really good because you told us how much you enjoy being in school. You mentioned how much you enjoy the days that children from Christ Church Church of

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Text from letter to pupils explaining the findings of the inspection

England Primary come to visit and we know that your school will soon have babies and toddlers to care for. We are asking the governors and staff to make sure that the school carries on helping you to achieve as well as you do now, when there are other things that demand attention. You can help by continuing to be confident and creative, to enjoy mathematics and writing, to use your skills in problem solving and to share your enthusiasm for school with your friends from Christ Church. Yours sincerely, Kath Beck Lead Inspector 9 of 9 Inspection Report: Rosendale Primary School, 18 November 2008

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