St Ann's CE Primary School

Inspection of St Ann’s CE Primary School Avenue Road, London N15 5JG

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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 Previous inspection grade Requires improvement

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Overall effectiveness Good

The executive headteacher of this school is Simon Knowles. The head of school is Mark Lancaster. This school is part of LDBS Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Christalla Jamil, and overseen by a board of trustees, chaired by David Cumberland. 7 and 8 November 2023

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What is it like to attend this school?

St Ann’s is a small school with a strong sense of family and belonging. Pupils here feel cared for and are kept safe. They trust their teachers to look after and help them. Strong routines and consistent expectations mean behaviour in classrooms and around the school is positive.

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What is it like to attend this school?

Pupils are expected to work hard, manage their emotions and be mindful. Faith is an important feature of this school. Pupils are given time to reflect on their beliefs in their own way. Calm spaces around the school grounds help to promote contemplation and tranquillity.

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What is it like to attend this school?

Pupils read regularly and often. All year groups visit and learn how to use the local library. Pupils enjoy story time: when the lights are dimmed, pupils relax and teachers read to them. Pupils learn a broad and interesting curriculum. They produce work of good quality in different subjects. Pupils are well prepared for the next stage of their education.

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What is it like to attend this school?

Pupils benefit from a programme of additional activities designed to develop confidence, resilience and independence. Through visits to galleries, theatres and museums, and residential trips, pupils learn about the world beyond their locality. They develop their talents and interests through a range of clubs. These include textiles, choir, puzzle club, multisports, crochet and dance.

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better?

The school has designed and implemented a broad and ambitious curriculum that matches what is expected nationally. In most subjects, the knowledge pupils need to learn has been clearly identified and well sequenced. This helps pupils to secure the understanding they need to tackle more complex ideas later on. For example, in art, children in the Nursery practise transferring paint to paper using different objects, such as cardboard tubes and cotton buds. Older pupils use this knowledge when creating more complex patterns using an increasing colour palette when printing with sponges, lino blocks or onto fabric. Similarly, in mathematics, children in early years count familiar objects, like pine cones and carrots, each day. They practise representing numbers in different ways. This helps them to secure the knowledge they need to tackle more complex mathematics when they start Year 1.

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better?

In most subjects, assessment is used effectively to check what pupils have learned. This enables any misconceptions to be identified and corrected. However, in some subjects, there is less clarity about what pupils should learn. In these instances, important content is not consistently taught or checked. As a result, some pupils’ understanding is less secure, meaning they are not as well prepared to tackle more complex ideas.

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better?

Staff are well trained to implement the school’s phonics programme. Teachers check pupils’ reading. This ensures that anyone who falls behind is swiftly identified and 7 and 8 November 2023

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well supported to catch up quickly. Pupils practise reading with books that are well matched to the sounds they know. This helps them to become confident and fluent readers.

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In most cases, pupils with special educational needs and/or disabilities access the same curriculum as their peers. This is because teachers have made thoughtful adaptations to the tasks and activities pupils complete. Pupils with more complex needs are well considered through a thoughtfully designed curriculum.

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Behaviour around the school is calm and productive. In lessons, pupils behave well. Learning proceeds without interruption. This is because pupils understand what is expected of them and value the system of rewards and sanctions that focuses on ‘forgiveness and fresh starts’. Most pupils attend school regularly and on time. Leaders have appropriate systems in place and work closely with families for whom this is a priority.

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Pupils’ personal development is well considered. There is a strong emphasis on pupils becoming responsible, respectful and active citizens who make good choices. The curriculum is designed to help pupils learn about fundamental British values, protected characteristics, health and citizenship in an age-appropriate way. For example, pupils learn about the major world faiths.

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School and trust leaders, including those responsible for governance, are highly ambitious. They are very knowledgeable and have a strong understanding of the school’s strengths and priorities for further improvement. Staff, parents and carers comment on the close-knit ‘family feel’ of this school. Parents and carers appreciate the opportunities they have to engage with the school and the advice they receive on supporting their children’s learning at home. Staff value the opportunities they have to develop professionally and feel that their well-being is carefully considered.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the specific knowledge pupils are expected to learn has not been clearly defined. In these areas, important subject content is not as consistently taught, and pupils’ understanding is less well checked. This means some pupils do not embed the knowledge they need. The school should ensure that the important subject content that they expect pupils to learn is clarified, taught and checked in each subject. 7 and 8 November 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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 7 and 8 November 2023

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CEO of the trust

Dates of previous inspection 13 and 14 November 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is a Church of England school, sponsored by the London Diocesan Board of Schools. The last section 48 inspection of the school took place in January 2018.  There is a daily breakfast club, managed by the school.  The school does not use any alternative provision.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 7 and 8 November 2023

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 Inspectors carried out deep dives in early reading, mathematics, art and geography. To do this, they met with subject leaders, had discussions with staff and pupils, visited lessons and looked at samples of pupils’ work. Other subjects were considered as part of this inspection.  The inspection team scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  The inspectors met with senior leaders, a selection of subject leaders, teachers and support staff.  Inspectors met with those responsible for governance, including the CEO of the LDBS Academies Trust, and members of the governing body, including the chair of governors. Inspectors also spoke with a representative from the local authority and the diocese.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and

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considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The views of pupils, parents and staff were considered through discussions and responses to Ofsted’s online surveys.

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Inspection team

Una Buckley, lead inspector His Majesty’s Inspector

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Inspection team

Sarah Bailey OBE Ofsted Inspector 7 and 8 November 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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