Honeywell Junior School

Inspection of Honeywell Junior School Honeywell Road, Battersea, London SW11 6EF

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Outstanding 13 and 14 July 2022

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What is it like to attend this school?

Pupils are respectful of each other and of the adults in the school. Staff have high expectations of pupils’ behaviour. Movement around the school is calm and orderly. There is little disruption in lessons. Bullying is rare and staff are quick to deal with any incidents. The pupil ‘anti-bullying ambassadors’ typically said that they ‘don’t have much to do’. Pupils are proud that their school is friendly and welcoming. There is a strong shared ethos at the school. Pupils spoke confidently about equality and diversity. They are mature in their thinking.

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What is it like to attend this school?

Pupils are happy and safe here. They value the additional resources made available to support well-being and mental health. Pupils learn about keeping themselves healthy in subjects such as science and physical education lessons.

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What is it like to attend this school?

Leaders organise various experiences for pupils, such as an author visit for the whole school and magistrate workshops for Year 6 pupils. All pupils visit the local common each week for a range of activities, such as geography fieldwork and team- building games. Most pupils attend at least one after-school club. These include cooking, chess, girls’ football and ‘art party’.

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better?

Leaders have identified that the curriculum needs updating. They have carefully considered the necessary changes in each subject. The new curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Leaders have made sure to give all subjects equal consideration. Up until recently, there was too much of an emphasis on English and mathematics, as well as preparation for national assessments. Progress in leaders’ work on the curriculum has been heavily impacted by the COVID-19 pandemic. As a consequence, some subjects are further along in their development than others.

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better?

In subjects where the curriculum is embedded, there is a coherent progression of skills and knowledge. Pupils develop their knowledge over time and revisit prior learning. In music, for example, pupils in Year 3 discuss their own and other pupils’ work. By Year 5, pupils can compare, discuss and evaluate more complex pieces of music. In religious education (RE), pupils reflect and compare aspects of religions, and they can recall key terms. They make links between different areas of learning, for example immortality and heaven.

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better?

In other subjects, leaders are in the process of implementing the necessary changes to the curriculum. They have correctly identified what needs to be done and are doing so with urgency. In mathematics, for example, leaders have identified one scheme which all year groups will use. Leaders hope that this will result in a consistent approach to how mathematics is taught. In history, leaders have rearranged the subject content with a clear rationale for the order in which events are taught. Leaders have also identified and planned regular opportunities for pupils to develop their skills as historians. 13 and 14 July 2022

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Leaders acknowledge that assessment is still a work in progress. There are too many variations in approach in each subject. Staff do not routinely identify gaps in knowledge or misconceptions.

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Most pupils join the school as fluent readers. Some continue to need some support with their reading. Leaders have put in place the right programmes and interventions for these pupils to catch up quickly. Older pupils are articulate and can discuss texts at a deep level. A lot of consideration has gone into the choice of books provided for pupils. Staff want them to reflect diversity and the positive representation of people with protected characteristics.

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Leaders provide effective provision for pupils with SEND. They have a clear process for how they identify pupils’ needs. This leads to an accurate understanding of each pupil’s strengths and what their next steps for learning should be. Leaders have strong links with external professionals, who provide specialist support and training for staff.

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Leaders regularly consult with pupils from the school council about whole-school improvements. Pupils would recommend the school to others. Most parents and carers are overwhelmingly positive about the school. They appreciate the changes the leaders have made. They like in particular the focus on a broader curriculum and the emphasis on pupils’ mental health and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff and governors receive safeguarding training regularly throughout the year. Staff understand and are alert to national and local safeguarding issues. Leaders make sure that staff report any concerns and that the safeguarding team responds to them quickly. Leaders work closely with the local authority and other agencies to make sure pupils and families receive the support they need.

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Safeguarding

Pupils learn how to keep safe online and learn what they would do in different circumstances that might place them at risk.

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(Information for the school and appropriate authority)

 The school’s curriculum is not yet sufficiently well planned and sequenced in some subjects. However, it is clear from leaders’ actions that they are in the process of bringing this about. Leaders need to complete the process of reviewing the curriculum in all subjects within their identified timescale. For this reason, the transitional arrangements have been applied.  Assessment procedures vary in each subject and across the school. This means that teachers do not have a consistent approach to how they identify and address 13 and 14 July 2022

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gaps in pupils’ knowledge. This affects pupils’ learning. Leaders should ensure that staff have a consistent approach to assessment and that they identify and address any gaps in knowledge routinely.

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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. 13 and 14 July 2022

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 9 January 2008

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Information about this school

 This is a junior school. The main infant feeder school is on the same site. Both schools share a governing body.  The leadership team is new to the school. The headteacher joined the school in January 2020. The deputy headteacher joined in September 2021.  The school does not use any alternative provision.

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Information about this inspection

The inspectors 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 leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with senior leaders from the school. They met with most members of the governing body, including the chair of governors. They also spoke with the local authority school improvement partner.  Inspectors met with pupils to understand their views on the school. 13 and 14 July 2022

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 Inspectors did deep dives in the following subjects: early reading, mathematics, music and RE. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons with senior leaders, met with teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also spoke to leaders about the curriculum in some other subjects and looked at a sample of pupils’ work in computing and history.  Inspectors considered the behaviour of pupils during lesson visits and around the school. They observed pupils as they arrived at school in the morning.  Inspectors considered the effectiveness of safeguarding through discussions with leaders, teachers and support staff. They looked at records relating to safeguarding, including pre-employment checks.  Inspectors spoke to most of the staff about their workload and well-being. They also looked at the staff, pupil and parent surveys and talked to a number of

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parents at the school gate.  Inspectors reviewed a wide of documentation provided by the school. This included the school improvement plan, school evaluation, curriculum documentation and school policies.

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Inspection team

Aliki Constantopoulou, lead inspector Her Majesty’s Inspector

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Inspection team

David Thomas Hatchett Ofsted Inspector 13 and 14 July 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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