Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Christalla Jamil Executive Headteacher St Paul’s and All Hallows C of E Infant School Park Lane London N17 0HH

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Ofsted visit to St Paul’s and All Hallows C of E Infant School

Following my visit with Adam Vincent, Her Majesty’s Inspector (HMI), to your school on 3 November 2020, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the visit’s findings. Thank you for the time you made available to discuss your actions since September 2020, when the government expected all schools to open fully to all pupils.

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Ofsted visit to St Paul’s and All Hallows C of E Infant School

This visit was conducted under section 8 of the Education Act 2005 (as amended) and in accordance with Ofsted’s published procedures for visiting schools while routine inspections are temporarily suspended.

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Ofsted visit to St Paul’s and All Hallows C of E Infant School

Ofsted’s visits to schools during the autumn term are not inspections. We are not giving graded judgements. We did not undertake the usual range of inspection activities and were unable to check other sources of evidence, such as visits to lessons or looking at pupils’ work. The content of this letter gives an overview of our discussions about what has happened in your school this term.

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Ofsted visit to St Paul’s and All Hallows C of E Infant School

During the visit, we spoke to you, the head of school and the assistant headteacher responsible for safeguarding and inclusion. We did not speak to pupils.

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Context

Her Majesty’s Chief Inspector of Education, Children’s Services and Skills is leading Ofsted’s work into how England’s education system is managing the return to full education for pupils, following an extended break in formal schooling due to the COVID-19 (coronavirus) pandemic. In undertaking this focused work, HMI are visiting a broad range of schools. HMI will visit a sample of:

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Context

 approximately 1,200 schools across all Ofsted grades (outstanding, good, requires improvement and inadequate)  maintained schools, academies and free schools, special schools and centres of alternative provision, including those in cities, and coastal, town or rural communities.

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Context

The information from this visit will feed into Ofsted’s national reporting so that the insights can be shared with the government and the education sector. We did not find any significant concerns during the visit. In such a case, an inspection report would be published on our website and available to parents and carers.

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Context

We did not consider your response to COVID-19 during the spring and summer terms 2020, when the school was not open to all pupils.

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From this visit, inspectors noted that:

 The school opened to all pupils on 7 September 2020. All pupils attend on a full-time basis.  Attendance is higher than it was at this time last year.  Pupils are studying the usual range of subjects. Leaders have made changes to the time spent on some subjects, including increasing the time for personal, social, health and economic (PSHE) education. Leaders plan to return to the school’s normal timetable later this term.  At the start of term, teachers assessed pupils’ new starting points in all areas of learning, including reading, writing and mathematics. Leaders found that pupils’ need support to rebuild their language skills and their ability to sustain attention and concentrate.  Across all year groups, leaders found that pupils’ phonics knowledge has regressed. In daily phonics lessons, teachers are covering what pupils need to help them catch up.  In mathematics, teachers’ assessments identified that pupils need help to

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From this visit, inspectors noted that:

rebuild their fluency in using number facts, such as multiplication tables and number bonds. Teachers are helping pupils to practise these skills daily.  In other subjects, teaching covers the concepts that pupils missed in the spring and summer terms. Teachers are working with small groups of pupils to help address any gaps in pupils’ knowledge. Leaders have adjusted the curriculum for information and communication technology to include lessons on how to access remote education online.  If pupils need to learn at home, teachers provide remote education packs that link to what is taught in school. In Years 1 and 2, some remote education will be delivered online. Leaders are considering ways to help parents to support their children’s learning at home, such as providing video recordings of phonics and mathematics teaching.

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From this visit, inspectors noted that:

Thank you again for contributing to this important national work. The views and experiences you have shared will help to inform future policy.

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From this visit, inspectors noted that:

I am copying this letter to the chair of trustees and the chief executive officer of the London Diocesan Board for Schools (LDBS) academies trust, the director of education for the diocese of London, 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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