Hackney New Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Hackney New Primary School 2 Downham Road, London N1 5FR

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Inspection dates: 17 and 18 December 2024

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Outcome

Hackney New Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Marya Afreedi. This school is part of Eko Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rebekah Iiyambo, and overseen by a board of trustees, chaired by Philippa King.

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What is it like to attend this school?

Pupils love being part of the Hackney New Primary community. They show deep respect for their peers, treating each other with kindness. Pupils behave exceptionally well. They celebrate the school’s diversity, for example through an annual international day and regular singing in different languages. Pupils are safe and know that their voices are heard. They are encouraged to become confident citizens, actively campaigning on important issues.

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What is it like to attend this school?

Pupils delight in volunteering for leadership positions, including the pupil parliament. A ‘green team’ focuses on environmental issues and the ‘equality, diversity and inclusion’ team ensures all pupils are welcome.

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What is it like to attend this school?

Staff have consistently high expectations of all pupils, including those with special educational needs and/or disabilities (SEND). Pupils enjoy their learning and produce work of high quality. The broad and ambitious curriculum supports pupils to achieve well. The impact of this is evident in the school’s published results for pupils at the end of Year 6.

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What is it like to attend this school?

Staff ensure that pupils’ experiences go beyond the academic. Music sits at the heart of the school. For example, all pupils learn a musical instrument from Year 1 onwards. They perform regular concerts with great pride. Other activities include coding, chess and 17 and 18 December 2024

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karate. All pupils take part in regular visits, such as to the theatre, museums and different places of worship.

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

The curriculum for all pupils is ambitious. In many instances, it exceeds what is expected nationally. For example, children in the early years develop their communication skills by beginning to learn a modern foreign language. Leaders think carefully about the important knowledge that pupils need to know and remember in each subject. This is effectively sequenced from early years onwards to allow pupils to build their learning cumulatively. In art and design, for example, pupils learn to draw different lines and shapes. By Year 6, pupils can use different pressures when sketching and shading. Pupils use this knowledge to create more sophisticated drawings over time, including by studying the work of a diverse range of artists.

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

The school carefully designs enrichment activities to further enhance the curriculum. Pupils work, for instance, with a range of local architects to deepen their knowledge of design technology. Similarly, in music, many pupils work with the London Symphony Orchestra.

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

Teachers have regular opportunities for high-quality training. This ensures they have excellent subject knowledge. Staff present information clearly and prioritise checking pupils’ understanding. As a result, teachers are swift to address any misconceptions that pupils may have. Well-planned activities support pupils to revisit their learning. This helps pupils to build a deep body of knowledge.

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

The school encourages a love of reading for all pupils. Staff are exceptionally well trained to deliver the agreed phonics programme. As a result, they use precise strategies to ensure pupils decode and read with increasing accuracy and fluency. Teachers regularly check what pupils know. This allows staff to identify and address any gaps in pupils’ phonics knowledge. Books are appropriately matched to the sounds that pupils know. All pupils are encouraged to read for pleasure, with regular visits to both the school and community library. Parents and carers support their child’s reading, for example through monthly ‘reading breakfasts’.

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

Pupils with SEND are fully included in the life of the school. The school ensures that these pupils have their needs identified accurately and closely met. A culture of high expectations from well trained staff ensures appropriately personalised support for pupils with SEND. This helps these pupils to access the same broad and ambitious curriculum as their peers, where possible.

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

The school has consistently high expectations for pupils’ behaviour and attendance. These are communicated well and consistently applied. From the early years, children learn to show a focused attitude to their learning. Strong routines ensure that no time is wasted as pupils move between activities. Pupils receive appropriate support on the rare occasions when their behaviour or attendance does not match the high expectations of staff. 17 and 18 December 2024

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The school has carefully planned and sequenced the personal, social, health and economic education curriculum. For example, knowledge of safe relationships starts with children in Reception discussing what a good friend is. Pupils learn about important issues, such as rights, responsibilities and British values. Regular revisiting of this learning helps pupils to build a deep understanding about the importance of staying physically and mentally healthy.

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Staff enjoy working at this school. They know that leaders consider their workload and well-being. Staff at all levels appreciate the opportunities for professional development and progression. Governors and trustees are knowledgeable about the school’s work. Leaders and those responsible for governance ensure that nothing is left to chance here.

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Safeguarding

The arrangements for safeguarding are effective.

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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 outstanding 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 outstanding for overall effectiveness in May 2018.

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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 when deciding which schools to inspect, when to inspect them and as part of their inspection. 17 and 18 December 2024

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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 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). 17 and 18 December 2024

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School details

Dates of previous inspection 9 and 10 May 2018, under section 5 of the Education Act 2005

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Information about this school

 The school joined the Eko Trust in 2019.  The current headteacher took up post in July 2020.  The school does not make use of alternative provision.

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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 her evaluation of the school.  During the inspection, the inspector held meetings with the headteacher and other senior leaders. The inspectors met with members of the board of trustees, governing body and representatives from the Eko Trust. 17 and 18 December 2024

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 The inspector focused inspection activity on the following groups of subjects: English and mathematics; and history, art and design and music. For each group of subjects, the inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  For each group of subjects, the inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  The curriculum in other subjects was considered as part of the inspection.  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 gathered the views of pupils, parents and carers and staff through both discussions and responses to Ofsted’s online surveys.

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Inspection team

Hannah Glossop, lead inspector His Majesty’s Inspector 17 and 18 December 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 looked-after children, safeguarding and child protection.

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