St Paul's and All Hallows CofE Junior School

Inspection of St Paul’s and All Hallows CofE Junior School Worcester Avenue, London N17 0TU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Previous inspection grade Good 28 and 29 March 2023

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What is it like to attend this school?

Leaders are kind and supportive here. They encourage pupils to be compassionate, brave, friendly and wise. They also emphasise the importance of forgiveness. These are values which pupils know and discuss with confidence.

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What is it like to attend this school?

Leaders have created a curriculum that meets the needs of all pupils that attend the school, including pupils with special educational needs and/or disabilities (SEND). Leaders expect pupils to do their best, and they support pupils to do so.

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What is it like to attend this school?

Leaders have particularly high expectations of pupils’ behaviour. They support pupils to meet these expectations at all times. As a result, pupils are kind to each other, happy at school and consistently polite. They interact with their peers and with adults with respect, courtesy and warmth.

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What is it like to attend this school?

Leaders organise many clubs and activities to expand pupils’ interests and knowledge of the wider world. All pupils are taught to play competitive chess. Leaders run popular clubs, including vet, eco and football. Pupils also contribute to decisions about the school. For example, leaders organised a new gymnastics club following a request from the pupils’ parliament.

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better?

Leaders have designed an ambitious curriculum for pupils. In most subjects, leaders know what they want pupils to learn and when pupils will learn it. They ensure that pupils learn and remember the curriculum in these subjects throughout their time at the school. For example, in mathematics, leaders have created and selected resources that enable pupils to build their mathematical knowledge over time. In a few subjects, leaders are supporting subject leaders to refine their curriculum thinking further.

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better?

In most classes, teachers present information to pupils clearly and in a logical order. Teaching identifies what pupils need to know, and teachers provide pupils time to improve their work if necessary. For example, in preparation for a concert, music teachers instructed pupils in Years 5 and 6 to play a musical scale on the guitar. Teachers identified the exact notes that pupils needed to practise further. Pupils practised these notes. They were then well prepared to play a piece of music using the notes of this scale. In a small number of subjects, while subject leaders’ curriculum thinking is clear, it is not consistently reflected in classroom teaching. Occasionally, this is because teachers’ subject knowledge in these subjects is not as strong as it could be.

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better?

Leaders ensure that pupils with SEND work towards the same curriculum as their peers. They identify the needs of pupils with SEND well. They also guide and support teachers to adapt their curriculum successfully for these pupils. 28 and 29 March 2023

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Leaders identify all pupils who require additional support to read with increased fluency and confidence. They implement a well-organised phonics programme for all pupils who need it. This helps pupils to catch up with their peers.

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Pupils’ behaviour around the school and in classes is excellent. Leaders make their expectations of pupils very clear. Staff uphold these high expectations in ways that pupils find fair and consistent. This leads to an environment where pupils can focus on learning in class without interruption.

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Teachers provide pupils with regular opportunities to discuss topics such as growing up and making the right decisions. Teachers support pupils to explain their thoughts with increasing maturity and articulation. Leaders also organise a wide set of extra- curricular opportunities for pupils. For example, pupils go on outings to museums and to the local area. All pupils learn to play the guitar.

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Leaders show determination to continue developing all aspects of the school’s work. Staff appreciate the training that they receive. They are supportive of leaders. This is because leaders are mindful of staff’s workload and respond to any concerns that staff raise. Those responsible for governance scrutinise leaders’ work and provide challenge when necessary. For example, they ensure that staff treat all pupils equally.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have excellent professional relationships with pupils and their families. This means that parents and carers and their children readily turn to leaders if they require help or support. Leaders ensure that all staff are appropriately trained to identify pupils that may be at risk of harm. For example, staff are aware of the specific local risks that pupils may face. Leaders provide mental health support and counselling services in school for pupils who need it. Leaders work well with external agencies to provide support for pupils and families where necessary.

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(Information for the school and appropriate authority)

 In a few subjects, leaders’ curriculum thinking does not have sufficient clarity with regard to the body of essential knowledge and skills they want pupils to learn and the order in which they want pupils to learn it. In these subjects, pupils do not know and remember and cannot do as much as they could. Leaders should ensure that all the specific knowledge and skills that pupils need are identified and clearly sequenced so that pupils successfully build their curriculum knowledge over time.  In a few other subjects, teachers do not teach the curriculum in line with leaders’ intentions. Sometimes teaching does not address pupils’ misconceptions as 28 and 29 March 2023

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frequently or as well as it should. This leaves gaps in some pupils’ knowledge and makes it difficult for them to build up their knowledge and understanding in a coherent way. Leaders should ensure that the intended curriculum in these subjects is taught in line with curriculum plans. They should also make sure that teachers have the appropriate subject knowledge to teach these subjects as effectively as possible.

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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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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. 28 and 29 March 2023

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School details

Date of previous inspection 26 September 2017, under section 8 of the Education Act 2005

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Information about this school

 The school uses no alternative provisions.  The school is part of the LDBS multi-academy trust.  The school is on the same site as St Paul’s and All Hallows CofE Infant School.  The executive headteacher is also the executive headteacher of St Paul’s and St Hallows CofE Infant School. The two schools have the same local governing body.

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Information about this inspection

The inspectors carried out this graded 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.  Due to circumstances beyond the control of the school and the inspection team, the head of school was not available at the time of the inspection.  Inspectors held meetings with the governing body, the headteacher and other 28 and 29 March 2023

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senior leaders. Inspectors met with leaders with responsibility for SEND, personal, social and health education, behaviour, early reading and pupils’ wider development.  Inspectors carried out deep dives in these subjects: mathematics, geography, early reading and music.  For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors considered the school’s policies and procedures for safeguarding. Inspectors looked at documentation related to safeguarding, including the school’s record of pre-employment checks.  Inspectors considered responses to Ofsted’s online surveys for parents, staff and pupils.

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Inspection team

Guy Forbat, lead inspector His Majesty’s Inspector

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Inspection team

Christian Hicks Ofsted Inspector 28 and 29 March 2023

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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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