Frith Manor Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Frith Manor Primary School Lullington Garth, Woodside Park, London N12 7BN

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Outcome

Frith Manor Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

This is a welcoming inclusive school for all pupils. Parents, carers and pupils agree there is warmth and a sense of learning together in their school. Each morning, pupils arrive at school smiling and look forward to their day ahead.

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What is it like to attend this school?

The school sets high expectations for pupils to achieve well, including those with special educational needs and/ or disabilities (SEND). Overall, pupils realise these expectations and achieve well through the curriculum.

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What is it like to attend this school?

There is a calm respectful atmosphere across the school. For example, pupils are proud to show and speak about the artwork that is brightly displayed in all areas. They are positive about their learning. Pupils are kind and respectful towards each other. Their conduct and attitude in classrooms and beyond are excellent. Pupils value that the school focuses on rewarding and celebrating positive behaviour. Bullying is rare, and if it does occur, it is dealt with swiftly.

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What is it like to attend this school?

Pupils’ experiences are enriched beyond the academic curriculum. Learning becomes alive through the school’s ‘Widening Horizons’ programme. Pupils relish learning new skills in mixed-age groups. Parent volunteers join in. Pupils speak enthusiastically about their experiences. These include learning about Japanese culture, playing American football and making scrapbooks. Pupils value this time when their community becomes one.

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What does the school do well and what does it need to do better?

Pupils learn to love books from the time they join the school. The reading curriculum is well structured so pupils, including those with SEND, learn to read well. At first, they learn their sounds well and develop their phonics knowledge progressively to help them read 15 and 16 October 2024

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books fluently. The school quickly identifies the times when pupils need more support with their reading. Pupils use and apply their reading and comprehension skills confidently in other subjects. For example, in science, pupils read about animals and the food they eat.

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Children in early years learn about numbers as a starting point for mathematics. Adults provide a range of carefully selected activities and opportunities. For example, pupils in early years learn their number bonds through a game of hiding groups of objects. This equips pupils to go on and learn addition and subtraction with understanding in key stage 1.

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The school has designed an ambitious, broad curriculum that sets out the important knowledge and skills pupils need to secure. It is well sequenced, ensuring new learning builds on what has been taught previously. For example, in science, pupils learn about the different food animals eat. Older pupils use this knowledge when they learn about the nutrients in different types of food.

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Teachers use their skills well to deliver the curriculum. They present information clearly and use well-chosen activities. Pupils have regular opportunities to revisit the curriculum they have previously learned. In most subjects, teachers use assessment to check what pupils know and remember. Teachers use this information to address any gaps in pupils’ learning. In some instances, assessment is less precise in checking pupils’ recall of knowledge and understanding. For some pupils, this means misconceptions are not followed up as quickly.

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The school has high expectations for all pupils to develop as successful, confident learners. From early years, the school identifies the needs of pupils with SEND, and staff are well trained to make adaptations to tasks appropriately. This supports pupils with SEND to fully access the ambitious curriculum that is in place.

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The school works closely with families, for example through regular meetings, to make sure that pupils attend school each day. As a result, pupils’ absences continue to reduce. The school has clear behaviour systems which focus on positive relationships. This means that pupils know what is expected of them.

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The provision for pupils’ personal development is well considered and developed. Pupils are taught about democracy and look forward to taking part in the weekly debates where they take a vote on current world issues. Their discussions show how they value differences and diversity. Pupils show their understanding of mental and physical health, including healthy relationships. They speak about the opportunities to check on their feelings and how other pupils support them to feel better. Pupils enjoy their opportunities for leadership. For example, during teamwork week, house captains lead and organise playground activities. They also develop their talents and interests, for example, through the pupil orchestra that regularly performs in the school community. Pupils experience a variety of trips to museums and other places of interest to support their learning.

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Leaders’ actions successfully address the areas of improvement from the previous 15 and 16 October 2024

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inspection. There is a culture of safeguarding across the school. Pupils and staff speak confidently about how they share their concerns, and this is evident in the school recording system. Governors have an accurate view of the quality of education and where to improve further. Staff receive support from leaders and governors. They consider that actions taken to reduce workload are of benefit. Staff highly value working at 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, staff do not check pupils’ prior knowledge carefully enough. As a result, pupils’ learning in some subjects is not secure. The school should make sure that staff check effectively what pupils know and remember well in all subjects to help them address any gaps in pupils’ knowledge of the curriculum.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in July 2019.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View 15 and 16 October 2024

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when deciding which schools to inspect, when to inspect them and as part of their inspection.

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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). 15 and 16 October 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 25 June 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is above average in size.  The school does not use any alternative provision.  The school has a Nursery for two- and three-year-olds and one for three- and four- year-olds.  The proportion of pupils who join the school at the early stages of speaking English as an additional language is above average.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector held meetings with the headteacher, senior leaders, middle leaders, teachers and pupils. Discussions were held with members of the governing body, 15 and 16 October 2024

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including the chair of governors. The inspector also held a meeting with a representative from the local authority.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector 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.  The inspector took account of a range of other information, including the school’s improvement plans, policies and minutes of governing body meetings.  The inspector considered the views of parents, pupils and staff, including through their responses to Ofsted’s online surveys.

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Inspection team

Janice Howkins, lead inspector Ofsted Inspector 15 and 16 October 2024

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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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