Avonmore Primary School

Inspection of Avonmore Primary School Avonmore Road, London W14 8SH

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 10 and 11 May 2023

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What is it like to attend this school?

Pupils flourish here. They are happy and kept safe. This is because there are many caring and skilled adults who are there to help them. Behaviour in classrooms and around the school is exemplary. Pupils appreciate the calm, friendly and respectful atmosphere that they experience.

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What is it like to attend this school?

The curriculum is broad and very ambitious. Pupils develop a deep body of knowledge and understanding. They are both enthusiastic and resilient, demonstrating high levels of engagement with learning. Pupils produce work of consistently high quality across different subjects and are very well prepared for the next stage of their education.

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What is it like to attend this school?

The values of respect, resilience, collaboration, curiosity and inclusion are interwoven through every aspect of school life. They are realised through the curriculum and the attitudes to learning that pupils demonstrate. The enrichment offer available to pupils also contributes to this. For example, a mother and baby visit aims to help pupils develop both empathy and awareness of safety and care.

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What is it like to attend this school?

A wide variety of visits are planned to enrich the curriculum and further deepen pupils’ learning. Pupils appreciate the opportunities provided to take on extra responsibility, for example through representing their peers on the school council, and as science ambassadors, reading buddies and house captains. They know that leaders value their opinions and contributions.

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better?

Leaders have developed a broad and highly ambitious curriculum. Subject leaders are knowledgeable and are seen as experts within the school and, for some, across the federation. They have identified the essential content to be learned, starting from the early years. This has been logically sequenced to ensure that pupils practise and embed what they have learned before progressing to more complex concepts. This helps pupils to learn and remember more over time. For example, in mathematics, children in Reception have repeated opportunities to practise counting and grouping numbers in different ways. This helps pupils later on when they begin to learn their multiplication tables.

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better?

Teachers have detailed subject knowledge because of regular, high-quality subject- specific training and coaching. They continually check what pupils have learned. Lessons are adapted to address any misconceptions that arise. As a result, pupils remember what they have learned and deepen their understanding over time.

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better?

Pupils’ vocabulary development is a high priority. The terminology pupils need to learn has been identified. This starts in early years. For example, in Reception, children plant seeds and learn about plant growth. They are introduced to ambitious scientific vocabulary. This supports them to understand the scientific process, and 10 and 11 May 2023

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enables them to talk confidently about photosynthesis, germination and dispersal, for example.

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Leaders have fostered a genuine love for reading. This is prioritised as soon as children begin school. Teachers are well trained and deliver the agreed phonics programme consistently and with precision. They check that pupils are keeping up. Those at risk of falling behind are well supported to catch up quickly. Pupils practise reading using books that are closely matched to the sounds that they have learned. This means that pupils learn to read with accuracy, fluency and confidence.

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Pupils with special educational needs and/or disabilities benefit from a highly personalised approach that considers their individual needs. Adults understand each child’s starting points and the strategies needed for them to succeed in accessing the curriculum.

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There is a relentless focus on developing positive attitudes to learning. Disruptions to lessons are rare. Pupils show high levels of respect towards each other. They are kind and considerate, and they listen to their friends. This starts in the early years, where children are highly motivated and engaged across all areas of learning.

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Provision for pupils’ personal development is exceptional. A wide variety of enrichment activities are available and appreciated by pupils. These are planned so that pupils can develop their talents and interests in a range of areas, including cooking, massage and mindfulness. The curriculum has been well designed to prepare pupils for life in modern Britain. They are taught about issues such as equality and diversity. For example, during religious education (RE), pupils show maturity when discussing complex ideas about beliefs. They also discuss and debate complex ethical issues in a weekly debating assembly.

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Leaders, including those responsible for governance, have created an ambitious culture that puts pupils’ learning at the forefront. Leaders at all levels share a real commitment to ongoing school improvement. They have a detailed and accurate understanding of the school’s strengths and the areas they want to continue to improve further.

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Staff, including those at the start of their careers, are rightly proud to work here and appreciate the extensive training offer available. They are positive about the opportunities to work with other schools and how this supports their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that safeguarding is central to the school’s culture and ethos. The curriculum has been designed to help pupils know how to stay safe. For example, pupils learn about the importance of consent at an age-appropriate level. 10 and 11 May 2023

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Staff and governors fully understand their responsibilities because they have been well trained. Robust procedures are in place to ensure that any concerns are identified and responded to quickly. Leaders seek appropriate support from a range of agencies to ensure that pupils and their families get the help that they need.

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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. 10 and 11 May 2023

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School details

Inspection number 10240329 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 24 November 2021, under section 8 of the Education Act 2005.

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Information about this school

 The school is part of the Fox Federation. An executive headteacher oversees all four schools in the federation. The schools share a single governing body.  The school runs a breakfast and after-school club.  Leaders do not make use of any registered alternative education provider.

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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

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, deputy headteachers and members of staff. They also spoke with a representative of the local authority, and met with four members of the governing body, including the chair of governors.  The inspectors carried out deep dives in these subjects: early reading, science, history and RE. For each deep dive, the inspectors met with subject leaders, 10 and 11 May 2023

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discussed the curriculum, visited a sample of lessons, spoke with some pupils about their learning and looked at samples of their work.  The inspectors also considered the curriculum in other subjects.  The inspectors considered early mathematics in the Nursery and Reception classes.  The inspectors looked at a range of documents, including leaders’ priorities for improvement.  The lead inspector reviewed the arrangements for safeguarding by scrutinising records and through discussions with leaders, staff and pupils.  The views of pupils, parents and staff were considered through discussions and responses to Ofsted’s surveys.

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Inspection team

Samantha Ingram, lead inspector His Majesty's Inspector

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Inspection team

Christian Hicks His Majesty's Inspector 10 and 11 May 2023

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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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