Summerside Primary Academy

Inspection of Summerside Primary Academy Crossway, Finchley, London N12 0QU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Not previously inspected 26–27 November 2019

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What is it like to attend this school?

We spoke with pupils in every year group and they told us how much they enjoy coming to Summerside. Pupils are polite and respectful to others. They like the school’s behaviour system. Pupils’ achievement, in their learning and behaviour are celebrated every day. But they really like the special success assembly each week. They all aspire to reaching the gold award. Children in early years particularly like nominating one of their friends for special awards.

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What is it like to attend this school?

The school’s provision for deaf pupils is a strength. Inclusion is central to everything that happens in the school. Pupils told us that they would never want to learn an assembly song without using sign language, because it would not include everyone.

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What is it like to attend this school?

Leaders and teachers expect all pupils to achieve highly. Pupils do well in English and mathematics. They enjoy the new themes, and leaders have good plans in place to help pupils learn even more in subjects such as history and music.

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What is it like to attend this school?

Pupils help each other, often without being asked by an adult. They behave well in lessons and in the playground. Pupils are safe and feel safe. They know why bullying is wrong. Teachers sort out any incidents well, and leaders make sure that bullying is dealt with fully.

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better?

Leaders, governors and all staff want the very best for all pupils. Leaders are well supported by governors and representatives of the multi-academy trust to continually improve the school.

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better?

Leaders ensure that pupils with special educational needs and/or disabilities receive good support in their learning and personal development. The provision for deaf pupils is strong. It enables these pupils to access a broad and challenging curriculum alongside their peers. The school’s ethos encourages pupils to respect difference and to value diversity. Pupils know the importance of inclusion. They learn about the different faiths that are represented in their school. Pupils get on well with each other.

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better?

The teaching of phonics is well planned so that pupils learn to read well. In the early years, children enjoy a range of rhymes, tales and stories that they know by heart. We saw children using phonics as they wrote medical records for the babies in their pretend surgery. Most staff teach phonics well, but some need more training. This will also benefit teachers in Years 3 to 6 to help pupils who need to catch up.

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better?

The early years provides the youngest children with strong foundations for future learning. Staff follow children’s interests and plan activities that develop children’s skills. Staff interact with children well, knowing when to step back and give children time to explore for themselves. Children enjoy different challenges, such as climbing 26–27 November 2019

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the rope ladder in the garden and making houses for the three little pigs using real bricks and sand.

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Pupils achieve well in reading, writing and mathematics at the end of Year 6. Pupils read fluently and develop strong comprehension skills. They leave the school well prepared for Year 7. Some pupils join the school at different times of the year. Staff help these pupils well, including pupils who are learning English for the first time.

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In other subjects, such as history, geography and music, leaders have mapped out what they want pupils to know. They have made changes so that pupils learn things in a more logical way. Their next job is to make sure that teachers have secure subject knowledge in these subjects so that they can help pupils to know more and remember more.

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Pupils are proud of their school. They particularly like school trips. During the inspection, a group of pupils went to the theatre to see a signed performance of ‘Snow White’. The school follows the trust’s ‘11 before 11’ programme. This is designed to provide pupils with a range of experiences that they may not otherwise get, such as ‘sleeping under the stars’ and taking part in a flash mob dance. Although the school runs after-school clubs in sport, pupils told us that they would like more opportunities to enjoy other activities, including in music and the arts. We agree. This aspect of the school’s work could be improved further.

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Pupils display positive attitudes to their work. They are keen to talk about different subjects and the things they remember from their science and history lessons. Pupils told us that behaviour is good and that adults sort out any bullying well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Pupils’ safety and well-being are top of the agenda in all staff meetings. Leaders respond very well to the needs of pupils and families. Leaders take swift and effective action to deal with any concerns about pupils’ welfare. Leaders work with social care and health professionals to make sure that vulnerable pupils are well supported.

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Safeguarding

Pupils learn about keeping themselves safe. Older pupils told us that their personal, social, health and economic education lessons have helped them to understand the risks of gangs. Pupils know how to stay safe online, including when playing online games with others.

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(Information for the school and appropriate authority)

 Leaders have ensured that the foundation subjects are planned well. They are clear about how pupils’ knowledge and skills are to be developed in each subject 26–27 November 2019

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and in each year group. However, teachers do not have secure subject knowledge in music and some of the other foundation subjects. Leaders need to ensure that teachers have the support and training needed to help pupils develop strong knowledge and skills across the wider curriculum.  The teaching of phonics is strong, and pupils learn to read well. However, some staff, including those in key stage 2, do not have a secure understanding of how to teach phonics. Leaders need to make sure that all staff have the skills needed to teach phonics.  Although staff promote pupils’ personal development well, the range of enrichment activities, such as after-school clubs, is limited. Pupils would like more opportunities for music and the arts. Leaders need to provide pupils with a wider variety of enrichment activities, including through the curriculum, so that pupils’ interests and talents are promoted.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 26–27 November 2019

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School details

Inspection number 10128881 Type of school Primary

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Summerside Primary Academy opened on 1 September 2017 as a member of Reach2 multi-academy trust. When its predecessor school Summerside Primary School was last inspected by Ofsted, its overall effectiveness was judged as requires improvement.  The school has specially resourced provision for deaf pupils. Currently, there are 13 pupils in this provision, all of whom have education, health and care plans.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We met with the headteacher and members of the senior leadership team. We held meetings with the deputy director of education of the multi-academy trust who is also the school’s trust representative.  We met with four governors, including the chair of governors. We met with different groups of teaching and support staff.  We did deep dives in reading, writing, mathematics, science and history. The deep dives involved visits to lessons, speaking to pupils and teachers and looking 26–27 November 2019

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at pupils’ work in these subjects. We held meetings with leaders of these subjects.  To inspect safeguarding, we met with the designated safeguarding leader, reviewed safeguarding records and spoke with members of staff about how they keep pupils safe. We reviewed the school’s single central record of staff suitability checks.  We spoke with parents and carers at the start of the day and reviewed the 20 responses to Ofsted’s Parent View survey.  We joined pupils in the playground and dining room at lunchtime and observed their behaviour and attitudes to learning in lessons.

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Inspection team

Gary Rawlings, lead inspector Her Majesty’s Inspector

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Inspection team

Raj Mehta Ofsted Inspector 26–27 November 2019

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regulates and inspects to 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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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