Handsworth Primary School

Inspection of Handsworth Primary School Handsworth Avenue, Highams Park, London E4 9PJ

p.1

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 Good 20 and 21 June 2023

p.1

What is it like to attend this school?

Pupils enjoy coming to school and are proud members of the school community. Inclusion has a high priority. Pupils feel welcome, valued and confident to be themselves. Relationships are strong between pupils and adults. This supports all aspects of the school’s work.

p.2

What is it like to attend this school?

Pupils are safe. They have confidence in the school’s systems to support them. Pupils know that staff will listen, respect their views and feelings, and that they will help find a resolution to any concerns.

p.2

What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well because of leaders’ high expectations of them. The four ‘Cs’ (consideration, cooperation, courtesy and care) underpin the school’s ethos. Pupils show care for each other, including for those who have different views and beliefs.

p.2

What is it like to attend this school?

Classrooms are calm and it is very rare for learning to be disrupted. Staff are skilled in addressing and supporting the behaviour of pupils with additional needs. They do this very effectively, through their knowledge of, and positive relationships with, individual pupils. Pupils say that bullying rarely happens. Nonetheless, they trust staff to address it quickly and effectively should it occur.

p.2

What is it like to attend this school?

Pupils benefit from, and enjoy, a wide range of leadership opportunities and visits which enhance and enrich the curriculum. Parents and carers have confidence in leaders and staff.

p.2

better?

Leaders have ensured that pupils experience a broad and well-sequenced curriculum which matches the ambition of the national curriculum. The school’s vision that ‘we believe all children can succeed’ is evident in classrooms and around the school. Starting in the early years, pupils are eager to learn. They engage willingly in learning and, from the early years, demonstrate independence, curiosity and confidence. Their positive attributes support pupils’ learning throughout the curriculum.

p.2

better?

Reading has a high priority. Children get off to a good start learning phonics in the early years. Teaching is precise and enables pupils to consolidate what they already know and to learn new sounds quickly. The books children read are well matched to the sounds they have been taught. Teachers check pupils’ progress carefully so that support can be provided should a pupil fall behind. This support is very effective in helping them to catch up. It is tailored to individuals’ needs. Staff are tenacious in ensuring pupils succeed. Most pupils become fluent readers by the end of Year 1. Support for parents, through attendance at workshops or the use of online resources, is effective in making sure that the support pupils receive at home matches the approaches used in school. 20 and 21 June 2023

p.2

3

Leaders have recently refined the curriculum in a few subjects. This was because leaders wanted to ensure that pupils build skills and knowledge sequentially over time. They also wanted to make sure that diversity is reflected throughout the curriculum.

p.3

3

Staff are well trained and have the subject knowledge they need to deliver the curriculum. They use assessment well to establish what pupils know and can do. They respond promptly to their findings to support pupils’ progress through the curriculum. From the early years, activities are chosen to engage pupils’ interest and to develop independence. Activities in the early years are purposeful, for example with resources being selected carefully to support the learning of specific aspects of the curriculum. This ensures that children are well prepared for Year 1.

p.3

3

Leaders are highly ambitious for pupils with SEND. They identify pupils in need of additional help promptly and set out clear plans for their support. Lessons are skilfully adapted to allow all pupils to access the intended learning. This may be through the provision of different resources or through individual or small group support.

p.3

3

Pupils’ social development is strong. Pupils told inspectors they are honoured to gain leadership positions, for example as members of the school council, well-being ambassadors or digital leaders. Their election to these roles helps them to learn about the importance of democracy. Older pupils explained the difference between equity and equality, emphasising the importance of individuals receiving what ‘they’ need rather than everyone being treated the same.

p.3

3

Teachers value the measures leaders take to reduce their workload and to consider their well-being. They are supportive of leaders’ focus on the importance of impact, rather than activity.

p.3

3

Staff are grateful for the opportunities they have to develop their expertise both within and beyond the school. Learning from experts in their field keeps teachers and leaders up to date with current educational thinking.

p.3

3

Governors achieve a good balance of support and challenge in holding leaders to account. Through self-review and planning they ensure that the expertise of those on the board contributes to the high quality of governance.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have established a robust culture of safeguarding. They are aware of the prevailing safeguarding concerns locally. They provide regular updates for staff to maintain the high prolife of safeguarding. Leaders’ work is thorough and detailed. 20 and 21 June 2023

p.3

4

Leaders have a thorough understanding of the purpose and content of recruitment checks. Leaders keep clear records of concerns and track cases carefully. They make referrals to external agencies as necessary and respond quickly to concerns.

p.4

4

The curriculum provides numerous opportunities to support pupils’ understanding of safeguarding. For example, pupils in Year 6 learn practical approaches for travelling safely on public transport in preparation for transition to secondary school.

p.4

(Information for the school and appropriate authority)

 In a few subjects, pupils have not secured some key knowledge over time. Leaders have made recent improvements to these curriculum areas. Leaders should ensure that recent changes are embedded through staff training and support so that pupils secure a deep understanding in these subjects.

p.4

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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. 20 and 21 June 2023

p.4

School details

Local authority London Borough of Waltham Forest

p.5

School details

Inspection number 10287201 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 28 May 2018, under section 8 of the Education Act 2005.

p.5

Information about this school

 The school uses no alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

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 carried out deep dives in these subjects: reading, mathematics, art and design, history and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils and looked at samples of their work. Inspectors spoke to leaders about the curriculum in some other subjects.  Inspectors considered the effectiveness of safeguarding through discussions with leaders, pupils and staff. They looked at records relating to safeguarding, including the single central record of recruitment checks. 20 and 21 June 2023

p.5

6

 Inspectors reviewed a wide range of documents, including those relating to attendance, pupils’ personal development and leadership and management. The views of parents, staff and pupils were also considered, including through Ofsted’s surveys.

p.6

Inspection team

Jeremy Loukes, lead inspector Ofsted Inspector

p.6

Inspection team

Phil Garnham His Majesty’s Inspector 20 and 21 June 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7