Eldon Primary School

Inspection of Eldon Primary School Eldon Road, Edmonton, London N9 8LG

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Inspection dates: 22 and 23 February 2022

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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 Previous inspection grade Requires improvement 22 and 23 February 2022

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What is it like to attend this school?

Pupils are happy and confident individuals who are keen to share their school with visitors. They are typically kind and considerate towards others, speaking knowledgably about diversity within the school and local community.

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What is it like to attend this school?

Pupils generally behave well in their classrooms, when moving around the school and outside in the playground. They enjoy the activities provided for them and make sure that nobody is left out. Pupils feel safe and are kept safe. They understand different types of bullying and report any incidents to adults who resolve them quickly.

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What is it like to attend this school?

Pupils benefit from attending after-school activities that extend their interests and skills in sports, computing, performing arts and languages. Pupils understand the importance of physical and mental health. They particularly enjoy joining in with their daily keep-fit session in the playground.

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What is it like to attend this school?

Leaders have designed an ambitious curriculum that helps pupils develop their understanding of important ideas. As a result, they produce work of good quality in different subjects. However, teachers do not always check if pupils have understood important ideas. This means that some pupils do not get to practise what they need to improve.

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better?

Leaders have prioritised pupils’ reading. This begins in the early years where children enjoy listening to familiar stories, rhymes, and songs. Staff have been well trained to teach phonics. Pupils practise reading books that are well matched to sounds and words they have learned. Over time, this helps them become increasingly fluent and accurate readers. Weaker readers understand how to break down words they find difficult, and this helps them to become more confident. Although teachers generally teach reading accurately, on occasion, this is less precise. Leaders are aware and are providing appropriate support. Over time, pupils develop a love of reading. They talk enthusiastically about the stories they read and listen to.

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better?

Pupils study a curriculum that matches the scope and content of what is expected nationally. Leaders have identified the important concepts and vocabulary they want pupils to learn in each subject. These ideas are well sequenced so that pupils return to practise, and apply their knowledge over time. For example, in science, the older pupils explain magnetic materials or how to classify living organisms. This is because they already understand more simple ideas about plants or magnets. Similarly, in mathematics, children in the early years practise comparing the length of different objects using vocabulary such as ‘short, shorter and shortest’. This helps them understand measurement before being introduced to more formal units such as millimetres and centimetres. 22 and 23 February 2022

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Teachers use games and quizzes to gauge what pupils have remembered from previous lessons. At the end of each unit, teachers identify what to assess. Teachers do not always focus on the same elements. This means the important concepts that make up the broader curriculum are not assessed consistently. As a result, leaders do not get a full understanding of the impact of the curriculum across the school.

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Pupils with special educational needs and/or disabilities (SEND) are accurately identified. Staff have received extensive training in this area and provide skilled support. Pupils in the additional resource provision follow a well-thought-out curriculum and have access to a range of therapeutic support. Other pupils with SEND are generally well supported in their classrooms. However, they do not always return to and practise what they need, to understand new ideas. This is because the important concepts that make up the curriculum are not assessed consistently.

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In most classes, pupils behave well. They engage positively with adults and peers alike and concentrate on their learning. However, there are times when some pupils behave less positively, for example when entering the dinner hall. Systems are in place to ensure pupils come to school regularly and on time. While these have resulted in some improvements, this remains an ongoing priority for leaders.

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Pupils’ personal development is well considered. This starts in the early years where children learn about making choices and behaviour that is right and wrong. Older pupils talk confidently about respecting diversity and know that the use of racist, sexist, and homophobic language is wrong.

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Leaders have prioritised training for all staff. This has supported teachers to have appropriate subject knowledge when implementing the planned curriculum. Staff are appreciative of the training they receive and the opportunities to develop in their roles. They feel trusted and valued by leaders and that their workload is well managed. This includes teachers at the beginning of their career.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have been well trained and understand their role in keeping pupils safe. This enables them to raise any concerns they may have. Leaders take these referrals seriously and ensure swift support is provided from external agencies when needed.

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Safeguarding

Pupils understand how to stay safe because they learn how to identify and manage risks. The curriculum provides them with opportunity to learn about road safety, first aid and ‘stranger danger’. Older pupils are helped to understand the risks of knife crime and online grooming. Parents who responded to the Ofsted’s online survey agreed that their children were kept safe in school. 22 and 23 February 2022

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(Information for the school and appropriate authority)

 The curriculum in all subjects identifies the important knowledge pupils should learn. However, assessment is over-reliant on individual teachers choosing which elements of the curriculum to assess. Leaders should check that teachers assess the important concepts and vocabulary. This will help teachers ensure all pupils return to and practise important ideas. It will also assist leaders to evaluate the full effectiveness of the curriculum.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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 are the school and you are 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. 22 and 23 February 2022

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School details

Inspection number 10211669 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 16 and 17 May 2018, under section 5 of the Education Act 2005

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Information about this school

 Eldon Primary School is much larger than the average-sized primary school.  The school admits two-year-olds as part of their early years provision.  The school has a designated specialist provision for 16 pupils with autism.  The school does not use any alternative provision.  The current chair of the governing body was appointed in 2019.

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Information about this inspection

The inspector(s) carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  The inspection team completed deep dives in these subjects: reading, mathematics, science, history, and physical education. To do this, they met with subject leaders, had discussions with staff and pupils, visited lessons and looked 22 and 23 February 2022

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at pupils’ work. Inspectors also considered leaders’ plans and pupils’ work in art, geography, and modern foreign languages.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  Inspectors met with senior leaders, a selection of subject leaders, teachers, and the safeguarding and attendance officers.  Inspectors met with three members of the governing body, including the chair and vice-chair. They also spoke with representatives of the local authority and the Haringey Education Partnership.  The inspection team reviewed the arrangements for safeguarding by scrutinising records and through discussions with staff and pupils.  The views of pupils, parents, and staff, as gathered through discussions and Ofsted’s surveys were considered.

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Inspection team

Nick Turvey, lead inspector Her Majesty’s Inspector

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Inspection team

Jean Thwaites Her Majesty’s Inspector 22 and 23 February 2022

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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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