Worcesters Primary School

Inspection of Worcesters Primary School Goat Lane, Enfield EN1 4UF

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Outstanding

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 The headteacher of this school is Frances Ward. This school is part of Attigo Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Catherine Lane, and overseen by a board of trustees, chaired by Patricia Wood. 10 and 11 July 2024

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What is it like to attend this school?

This is a respectful and friendly school with community at its heart. The school encourages pupils to respect the cultures and beliefs of others. Pupils’ behaviour is exemplary. Right from Nursery, children are kind and caring. Pupils talk with confidence and clarity about the school’s values. These include the importance of honesty and responsibility. Pupils feel safe and happy in school. One pupil shared the views of many when they said, ‘you can make a friend every day here’.

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What is it like to attend this school?

Pupils enjoy coming to school and demonstrate enthusiasm for learning. They appreciate their teachers who make learning fun. Music provision is of a particularly high quality, and every pupil learns an instrument. Pupils also enjoy the many musical opportunities they have, such as the orchestra road trips and the lunchtime choir that is led by pupils in Year 5.

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What is it like to attend this school?

Staff recognise and celebrate pupils’ hard work and good behaviour. Pupils enjoy collecting ‘acorns’ which can be spent on rewards in the school shop. Staff develop pupils’ understanding of living in the wider world. For instance, they teach pupils about debt and financial literacy. The school ensures that all pupils learn how to manage their finances through the school bank. Pupils in Year 6 take responsibility for managing the school’s shop.

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better?

The school has designed an ambitious curriculum for all pupils, including for pupils with special educational needs and/or disabilities (SEND). Leaders’ effective use of professional development, as well as support from the trust, ensures that teachers have strong subject knowledge. Teachers use this knowledge to deliver engaging lessons. They have a good understanding of how to teach well. Staff model and explain learning effectively to help pupils understand what is being taught.

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better?

The curriculum is interesting and well sequenced. However, in some foundation subjects, the essential knowledge of the curriculum has not been precisely identified. In these subjects, sometimes teachers do not connect pupils’ current learning to their previous learning. This means that some pupils struggle to remember the specific knowledge they have been taught. Leaders have identified this and are working on further developing the curriculum.

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better?

The school identifies pupils with SEND effectively. For example, there is a robust screening and monitoring system with parents and carers involved from the very beginning of the early years. Leaders share important information and clear strategies with teachers. This ensures that appropriate support and intervention, right from the early years, helps pupils with SEND make progress through the curriculum. 10 and 11 July 2024

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The school has prioritised the teaching of early reading. Leaders have ensured that staff are trained to deliver the school’s chosen phonics scheme effectively. As a result, the phonics programme is delivered with precision and consistency. Pupils enjoy learning new sounds to help them to read successfully. They read books that match their phonics ability. The school provides support for any pupil who is struggling, which helps them to catch up. However, at times this additional support is not precisely monitored to ensure that all pupils catch up quickly enough. The school encourages a love of reading through activities such as daily reading time and author visits.

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Children get off to an exceptionally strong start in the Nursery Year and Reception classes. They learn in an environment that inspires their curiosity. Adults know them well and provide them with support when needed. The school ensures that the curriculum in early years enables children to develop their independence and resilience. Leaders are ambitious for all learners. Children in early years are extremely well prepared for the next stages of their education.

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Pupils focus on their learning very well. Staff make sure that the school’s approach to managing and promoting positive behaviour is consistently followed. This makes the school a calm and orderly place in which to learn, with a very positive learning atmosphere. Pupils attend school regularly. The school works closely with individual families to promote good attendance. Parent support advisers work to support a small group of pupils who are persistently absent. This work has helped to improve pupils’ attendance.

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There is a well-planned personal, social and health education programme. Pupils learn about relationships and keeping themselves safe. Pupils recognise that everyone is unique and that this is something to be celebrated. Pupils in Year 6 act as responsible role models. Older pupils become ‘playground pals’ who help children in the early years to settle into school life quickly.

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Governors and trustees provide the school with effective support. They know the school’s strengths and areas to develop well. Staff feel valued and are proud to be part of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some foundation subjects the essential knowledge that pupils need to learn is not precisely identified. This means that assessment is not used with precision to check what pupils know and remember. It also means that learning is not always adapted as necessary to build pupils’ knowledge over time. The school should 10 and 11 July 2024

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ensure that the key subject content which pupils need to know and remember is clearly identified and sequenced across all subjects.

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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). 10 and 11 July 2024

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Worcesters Primary School converted to become an academy school in September 2018. When its predecessor school, Worcesters Primary School, was last inspected by Ofsted, it was judged to be outstanding overall.  The school is part of the Attigo Trust. It is larger than the average-sized primary school.  The school provides a breakfast and after-school club.  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. 10 and 11 July 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation of the school.  Prior to the inspection, the lead inspector reviewed documents on the school’s website, as well as published information about the school’s performance and other relevant information.  Inspectors carried out deep dives in reading, mathematics, geography, music and physical education. Inspectors also considered the curriculum in other subjects.  Inspectors discussed the curriculum with subject leaders, visited a sample of lessons and spoke to teachers and support staff. They spoke to pupils about their learning and looked at samples of pupils’ work. Inspectors listened to pupils read to a familiar adult.  Inspectors met with members of the local governing body and trustees.

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 To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; met with designated safeguarding leads; 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 the pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons, at social times and around the school. Inspectors spoke with groups of pupils about their experience at school.  Inspectors considered responses to Ofsted’s online questionnaire for staff and pupils. They also met with parents at the school gate. Inspectors took into account the views of parents using Ofsted’s online survey, Ofsted Parent View.

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Inspection team

Sam Johnson, lead inspector His Majesty’s Inspector

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Inspection team

Curtis Sweetingham Ofsted Inspector 10 and 11 July 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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