Convent of Jesus and Mary RC Infant School

Inspection of Convent of Jesus and Mary RC Infant School 21 Park Avenue, London NW2 5AN

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Inspection dates: 13 and 14 December 2023

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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 Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since September 2010. 13 and 14 December 2023

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What is it like to attend this school?

Nestled within a nurturing environment, pupils at Convent of Jesus and Mary Catholic Infant School thrive in an atmosphere of happiness and positivity. The school has high aspirations for all pupils from the moment that they arrive in Nursery. Many lessons revolve around the school’s gardens, and pupils become curious learners. Pupils talk confidently about what they are learning and take pride in all of their work. They achieve highly and are very well equipped for their next stage of education.

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What is it like to attend this school?

Pupils exhibit exemplary behaviour, underscoring the importance of fairness and respect. Guided by the school’s vision, pupils engage attentively in lessons. They demonstrate politeness and consideration in their interactions with peers and staff alike.

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What is it like to attend this school?

Pupils benefit from high-quality learning experiences throughout the school. In particular, pupils like the school’s unique assets, such as its very own museum. This space encourages pupils to explore, among other things, the school’s history. Chrystal, the crested gecko, and other school animals help pupils to learn about the importance of caring for others.

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What is it like to attend this school?

Pupils are helped to develop their skills and talents by attending a wide range of extra-curricular clubs, including science, chess and sports. Pupils get the chance to benefit from additional music sessions, which enrich the curriculum.

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better?

The school has created a highly ambitious curriculum that aims to capture pupils’ interests and excite them in their learning. The school identifies the most important knowledge that pupils need to know in each subject. Staff identify the needs of all pupils, particularly those with special educational needs and/or disabilities (SEND). The school makes excellent use of the school grounds to support pupils’ learning throughout the year. This has created a curriculum that is connected in meaningful ways. As the seasons change, pupils observe and learn about nature and the world around them. For example, they check how well their plants are growing from the bulbs they planted earlier in the year.

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better?

Reading is prioritised. Staff have received training to ensure that the phonics programme is delivered consistently well. Pupils develop a very secure knowledge of the sounds that letters make. Beyond phonics, pupils’ reading knowledge is further developed through, for example, dedicated reading time with adults. Staff read stories to pupils in the much-loved library area. Times like this really captivate pupils’ interests and imaginations. Staff also help to develop pupils’ love of books and reading. Pupils were keen to talk about their favourite books and authors.

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better?

Staff address pupils’ additional needs effectively, including those with SEND. Pupils with SEND benefit from the expert support offered by staff to learn successfully 13 and 14 December 2023

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alongside their peers. Pupils progress very well through the curriculum and achieve high standards.

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The school prioritises pupils’ personal development. The curriculum emphasises opportunities for pupils to learn about staying healthy and safe, including online. Routines like the ‘daily mile’ and a wide range of engaging outdoor activities all contribute to supporting pupils’ understanding of health and well-being. Pupils have lots of opportunities to take part in performances. For example, during the inspection, children in the Nursery class shared their nativity performance with parents and carers. The proportion of pupils who take part in these many enrichment opportunities is high, including pupils with SEND.

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The school has consistently high expectations of pupils’ behaviour. Children in early years quickly settle into the school’s routines. They listen attentively and are engaged in their learning. Children are particularly keen to find out which activities they have been given. For example, they really like it when teachers attach an activity next to each child’s ‘Mini Me’. Teachers check regularly what pupils have learned through the curriculum.

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Pupils are sensible as they move around the school, including at breaktimes. Pupils rates of attendance are high. Leaders engage with families positively and this helps everyone to work together effectively for the benefit of pupils’ all-round learning and development.

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Leaders and governors consider staff workload when they make decisions. Staff value the many opportunities that they have to work with each other and to develop their expertise.

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Parents are overwhelmingly positive about the provision on offer and the support that they and their children receive. Parents are particularly pleased with the home learning resources which staff provide. They feel that staff are really good at supporting pupils’ well-being, including helping them to manage routines.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 13 and 14 December 2023

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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 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). 13 and 14 December 2023

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 28 September 2010, under section 5 of the Education Act 2005

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Information about this school

 This is the first inspection since the school federated with St Mary Magdalen’s Catholic Junior School in November 2021.  The school has a Roman Catholic religious character. The school had its last section 48 inspection by the Archdiocese of Westminster in January 2023.  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.

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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 the school and have taken that into account in their evaluation of the school. 13 and 14 December 2023

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 Inspectors met with the headteacher and assistant headteacher. They also met with members of the governing body, including the chair of governors and spoke with a representative of the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics, science, design and technology and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons and spoke to teachers. They also spoke to some pupils about their learning and looked at samples of pupils’ work. Other subjects were considered as part of this inspection.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke to some parents and considered the responses to the Ofsted

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online parent survey, Ofsted Parent View. They reviewed the responses to the Ofsted online staff and pupil surveys.

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Inspection team

Adam Vincent, lead inspector His Majesty’s Inspector

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Inspection team

Lando Du Plooy Ofsted Inspector 13 and 14 December 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 looked after children, safeguarding and child protection.

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