Anglo Portuguese School of London

Inspection of Anglo Portuguese School of London 25 Courthouse Way, London SW18 4QG

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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

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 28 and 29 March 2023

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What is it like to attend this school?

Leaders want the very best for pupils in this school as it expands over the years. They have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils have positive attitudes and enjoy learning. They are confident that adults take care of them. Leaders help to keep pupils safe.

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What is it like to attend this school?

The school is calm. Pupils move around the school sensibly. They are polite and behave well in lessons. Pupils are proud to attend the school and work hard. They know to speak to an adult if they have any worries. Staff deal with any concerns swiftly.

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What is it like to attend this school?

Leaders ensure that pupils take part in a range of extra-curricular experiences. These include visiting an art gallery and a farm, and attending clubs that reflect pupils’ interests. Leaders encourage pupils to take on responsibilities, for example as eco-school members, house captains and friendship buddies.

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What is it like to attend this school?

Leaders offer a well-structured curriculum supported with a comprehensive approach for pupils to learn the Portuguese language. It helps pupils’ development in their speaking, listening and writing skills. Leaders involve parents and carers in their children’s learning. This includes through a range of workshops to share pupils’ learning experiences and celebrate their achievements.

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better?

The curriculum is ambitious and sequenced well. Leaders think carefully about the end goals they want pupils to achieve, including up to Year 6, although there are currently pupils up to Year 2 only. They review subject content regularly to ensure it builds progressively as the school expands. For example, in history, pupils learn about the chronology of significant historical events in the reign of kings and queens. Pupils produce work that they are proud of. However, sometimes, teaching does not revisit crucial knowledge and skills regularly. This limits pupils’ subject- specific understanding on these occasions.

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better?

Teachers’ subject knowledge is secure. They check and address misconceptions in pupils’ understanding. Adults support pupils with SEND to access the full range of subjects within the curriculum. They adapt their teaching to address gaps in what pupils understand. Teachers use resources to help pupils deepen their understanding. For example, in mathematics, children in Reception used coloured sticks to complete and extend colour patterns. Teachers encourage children to use mathematical vocabulary when describing three-dimensional shapes. Leaders ensure that learning experiences in the early years are well planned and purposeful.

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better?

Leaders prioritise reading from the moment pupils start school. Trained staff deliver the phonics programme consistently. Staff use books to match and rehearse the sounds pupils learn. Teachers help pupils remember newly introduced sounds and practise them in their writing. Leaders use assessment to identify pupils at risk of 28 and 29 March 2023

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falling behind. Staff support pupils to catch up in learning the sounds they need to know. Teachers encourage pupils to persevere in attempting to decode unknown words, particularly when reading aloud. Pupils describe the characters in books they enjoy reading. They achieve well and read with confidence. Staff support pupils who speak English as an additional language to read fluently.

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Leaders have clear expectations for pupils’ behaviour which are well understood by all. Pupils valued the opportunity to choose their rewards. Staff support children in Reception in learning how to follow routines independently. For instance, children are encouraged to focus while sitting still on the carpet and put on their coats independently to go outside. Staff make the most of the outdoor space to support all the areas of learning.

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Leaders promote pupils’ personal development through the curriculum and assemblies. Staff encourage pupils to respect the rights of others. Leaders ensure that pupils are taught about the importance of physical health and eating a balanced diet. Leaders promote pupils’ mental health positively. Adults help pupils to describe their feelings and emotions.

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Those responsible for governance have established high aspirations that underpin their decisions and actions. They are instrumental in steering the school’s vision as it grows. Staff reported that workload is high at this time of the school’s growth and context. However, they felt confident that they were managing their responsibility and time appropriately.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders use robust systems and procedures to keep children safe. Staff receive regular training and updates to ensure they know how to identify and help pupils in need. Leaders and staff build positive links with parents. They know pupils and families well.

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Safeguarding

Staff support pupils to develop an understanding of safety. For example, in design and technology, adults teach pupils how to shape their hands, hold a knife and cut fruit and vegetables safely. Leaders provide opportunities to help pupils learn about healthy relationships and staying safe online.

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(Information for the school and appropriate authority)

 Sometimes, teaching does not revisit crucial knowledge and skills regularly. This limits pupils’ recall of subject-specific knowledge and understanding on these occasions. Leaders should ensure that teaching supports pupils to remember and recall key knowledge fluently that they have been taught over time. 28 and 29 March 2023

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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

Inspection number 10255297 Type of school Primary

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School details

Chair of trust Christopher Toye and Regina dos Santos Duarte (Co-Chairs) Principal Marta Correia

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school opened as a Free School in September 2020 and is part of the Talent Education Trust (Free Schools). It aims to provide a bilingual curriculum in English and Portuguese.  The school currently has one class each in Reception, Year 1 and Year 2. When full, the school will cater for up to 420 pupils from Reception up to Year 6.  The principal was appointed in April 2020 and an assistant headteacher in September 2022.  The school is undergoing the last phase of major building works due to be completed in summer 2023.  The school does not make use of any alternative providers. 28 and 29 March 2023

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Information about this inspection

The inspector(s) 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 had 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 met with a chair of the trustees, a local authority representative, the principal, senior leaders, and a range of staff.  Inspectors carried out deep dives in reading, mathematics, history, art, and design and technology. For each deep dive, inspectors met with subject leaders, visited a sample of lessons, met with teachers, spoke to some pupils about their learning and considered pupils’ work.  Inspectors considered the curriculum in other subjects.  Inspectors considered information provided about safeguarding arrangements. They scrutinised safeguarding records and the single central record. Inspectors reviewed procedures and processes by talking to leaders and staff, and through

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Information about this inspection

discussions with pupils.  Inspectors considered the views of parents, pupils and staff, including through Ofsted’s online surveys.

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Inspection team

Lascelles Haughton, lead inspector His Majesty's Inspector

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Inspection team

Sylvia Kerambrum Ofsted Inspector 28 and 29 March 2023

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