Ben Jonson Primary School

Inspection of Ben Jonson Primary School Harford Street, Stepney, London E1 4PZ

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Inspection dates: 20 and 21 February 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 20 and 21 February 2024

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What is it like to attend this school?

Leaders have developed an inclusive and welcoming culture. Working relationships between staff and pupils are extremely positive. Staff know all pupils very well which ensures that they are safe and well supported.

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What is it like to attend this school?

Pupils are extremely proud of their school. Leaders have carefully crafted a character programme to develop the necessary life skills to enable pupils to be successful. Pupils contribute to the positive culture in the school. They are hardworking, happy and kind to each other and adults.

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What is it like to attend this school?

Leaders have high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils receive effective support during lessons by both teachers and highly skilled support staff.

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What is it like to attend this school?

Leaders have created a calm and orderly environment. Pupils’ behaviour is exemplary during lessons and around the school site.

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What is it like to attend this school?

Pupils in the school take part in an extremely broad range of wider opportunities. These include a variety of sports and music groups, debating and chess clubs. Pupils can also write for the school’s reading newsletter, which includes reviews of books they have read. There are a number of opportunities for pupils to develop their leadership skills. These include the school council, peer mediators and librarians.

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better?

Leaders have developed a curriculum that is ambitious and in line with the expectations of the national curriculum. They ensure that the curriculum builds on pupils’ knowledge over time progressively. In early years, there is a focus on ensuring children develop a wide vocabulary and learn to communicate effectively.

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better?

Leaders prioritise the health and well-being of staff. They ensure the professional development of all members of staff is supported through high-quality training opportunities. Teachers have strong subject knowledge and present information clearly. Staff make adaptations for pupils SEND skilfully. This helps these pupils access an ambitious curriculum successfully. Staff ensure that the individual needs of pupils are carefully considered. They reflect on their practice to ensure that support for pupils has the desired impact. In early years, staff are knowledgeable about the areas of learning they teach.

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better?

Sometimes, teaching does not identify and clarify pupils’ misunderstandings systematically. This means that occasionally misconceptions are not addressed so that pupils are fully ready for new learning. In early years, staff regularly check and develop children’s use of language and vocabulary.

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better?

There is a strong focus on reading from when pupils start Reception. Pupils’ results in national outcomes for phonics in Year 1 and reading at the end of Year 6 were 20 and 21 February 2024

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low in 2023. Several new strategies have been put in place to improve pupils’ reading fluency and confidence. The impact of these new systems on pupils’ knowledge and understanding in the school is effective and making a positive difference. For instance, all staff in the school are well trained in the phonics programme and consistent in its delivery. Staff identify any pupils who fall behind the pace of the programme swiftly. Staff provide bespoke support for these pupils to ensure that they learn to decode and blend phonic sounds confidently. There is a strong emphasis on developing pupils’ passion for reading. Pupils read a wide variety of books daily.

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Pupils have extremely positive attitudes to learning. They are highly focused during lessons. In early years, staff motive children. They support children to share and co- operate well with each other. Leaders have robust procedures and strategies in place to support pupils to have high attendance. They communicate effectively with parents and carers to ensure pupils attend school regularly.

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Leaders have developed an exceptionally thorough personal development programme that is rooted in the school values. Pupils have an in depth understanding of how to stay safe and healthy. Leaders have designed a highly effective careers programme. This includes outings to a range of workplaces and visits from a variety of employers. Staff also plan a range of other outings for pupils that help to develop their learning. These include visits to museums, galleries and musical performances.

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Leaders have built very strong relationships with parents and the local community. There are a wide range of parental workshops on themes including online safety, reading and supporting pupils with particular needs.

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The governing body understands the strengths and priorities of the school and carries out its role effectively. It has a clear strategic vision and provides appropriate challenge and support to leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, teaching does not systematically identify and clarify pupils’ misunderstandings. This means that sometimes pupils have gaps in their understanding. The school should develop the expertise of all teachers so that they address any misconceptions that pupils have so that they are fully ready for new content. 20 and 21 February 2024

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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). 20 and 21 February 2024

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School details

Appropriate authority The governing body

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School details

Website www.benjonson.towerhamlets.sch.uk

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School details

Dates of previous inspection 31 October and 1 November 2017, under section 5 of the Education Act 2005

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Information about this school

 The school has an integrated specialist provision for pupils with social, emotional and mental health difficulties. There is currently one pupil who uses this provision.  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. 20 and 21 February 2024

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 Inspectors met with the headteacher, members of the senior leadership team and a range of staff. They also met with members of the governing body, and a representative from the local authority.  Inspectors carried out deep dives in the following subjects: early reading, mathematics, art and history. For each deep dive, inspectors spoke to subject leaders, visited a sample of lessons, spoke to teachers, discussed with pupils and looked at samples of pupils’ work. The curriculum in other subjects was also considered.  To evaluate the effectiveness of safeguarding, 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 considered the views of parents, pupils and staff, including through responses to Ofsted’s online surveys.

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Inspection team

Simon Conway, lead inspector His Majesty’s Inspector

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Inspection team

Eleanor Ross His Majesty’s Inspector 20 and 21 February 2024

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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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