Canary Wharf Primary, Glenworth

Inspection of Canary Wharf College, Glenworth 93 Saunders Ness Road, Isle of Dogs, London E14 3EB

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

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The principal of this school is Shireen Sinem. The school is part of Canary Wharf College multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Gillian Kemp, and overseen by a board of trustees, chaired by John Afolayan.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness 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 June 2017. The school received an ungraded inspection under section 8 of the Act in October 2023. Since September 2024, schools have not been awarded an overall effectiveness grade. 7 and 8 May 2025

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What is it like to attend this school?

Pupils enjoy being part of this warm and inclusive school community. From the early years onwards, children get off to a strong start. In Reception, they settle quickly into well- established routines and enjoy a rich and engaging environment. Staff focus on developing children’s confidence, communication and curiosity, helping them to build excellent foundations for learning.

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What is it like to attend this school?

Pupils benefit from the school’s focus on character education and teamwork. They take part in a range of enriching activities, including sailing in the nearby docks. These opportunities help pupils to develop resilience, collaboration and a sense of independence. Pupils talk enthusiastically about educational trips, their leadership roles and the ways that they contribute to the school community.

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What is it like to attend this school?

Behaviour is calm and courteous throughout the school. Pupils are polite to adults and to each other. They listen carefully in lessons and respond well to the school’s high expectations. Most pupils attend regularly and take real pride in their achievements. The school uses its attendance systems intelligently to target support for specific pupils whose attendance needs to improve.

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What is it like to attend this school?

Pupils say they feel safe in school. They trust adults to help them and know how to keep themselves safe, both online and in the wider world.

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

Pupils achieve well across the curriculum. Their achievement is exceptionally strong in some subjects, such as English and mathematics, as shown in pupils’ highly positive outcomes in the 2024 national assessments in these subjects.

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

Leaders have thought carefully about what is taught and when. This helps pupils to build their knowledge securely over time. Teachers explain new ideas clearly. They revisit important concepts so that pupils remember what they have learned and apply it with increasing confidence. In subjects such as mathematics, science and history, pupils are articulate and knowledgeable. They can make links between ideas and talk confidently about what they have learned in previous years.

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

Reading is prioritised across the school. Staff ensure that pupils quickly gain the phonics knowledge that they need to become confident and fluent readers. The books that pupils read are well matched to the sounds that they know. Pupils who need extra help receive effective support. As they move through the school, pupils read a wide range of books. These are chosen carefully to reflect different cultures, experiences and voices, as well as to build knowledge across the curriculum. Teachers read aloud to pupils regularly. This helps pupils to develop a rich vocabulary, encounter a variety of texts, and discover the enjoyment that comes from reading and listening to stories.

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

In the early years, children settle quickly into routines and learn how to get along with each other. The curriculum is carefully planned so that children develop a strong grasp of 7 and 8 May 2025

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language and early mathematics. Staff support children’s learning through purposeful play and well-structured activities. For example, children write labels for the towers and models they have constructed or take part in role play that encourages them to explain their ideas. Adults model language clearly and help children to extend their vocabulary. Children are confident and inquisitive learners, eager to explore their environment and take part in activities. The early years curriculum prepares children exceptionally well for the next stage of their education.

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The school has clear approaches for identifying pupils who may have additional needs. Well-targeted support enables pupils with special educational needs and/or disabilities (SEND) to achieve well in English and mathematics. However, support in some other subjects is not as well tailored to their needs. In these cases, learning is not broken down in a way that helps pupils to fully access and understand subject content.

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Pupils behave extremely well. Classrooms are calm and focused. Pupils listen carefully and take pride in their work. They are respectful towards adults and each other. Staff apply the school’s behaviour policy with consistency and care. Pupils understand the importance of kindness and fairness.

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The school’s work to support the personal development of pupils is exceptional. The curriculum helps pupils to understand important themes such as difference, responsibility and respect. Older pupils learn how to discuss sensitive topics maturely and consider the views of others. Pupils take on leadership roles, such as the ‘Glenworth government’, and many attend clubs like art, coding and sports. Carefully planned educational visits help them to grow in confidence and broaden their horizons. For example, residential trips are designed so that pupils experience increasing levels of challenge and responsibility, from visiting a farm in Wales and milking goats, to working collaboratively on outdoor team- building activities.

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Leaders at all levels are ambitious for pupils. They are taking effective action to address areas of development, particularly in relation to the provision for pupils with SEND. The school has also acted effectively to strengthen the way in which it maintains a coherent overview of pupils’ needs and potential risks to their welfare.

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Governors and trustees understand the school’s priorities well, including where improvements need to be embedded. Currently, they are working closely with another multi-academy trust and the local authority to support improvement and ensure that the progress already made on the school’s priorities is sustained.

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Staff are proud to work at the school and value the support that they receive. Leaders are mindful of staff workload and well-being. Working relationships with parents have strengthened, and many speak positively about the school’s communication and the care shown towards their children.

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Safeguarding

The arrangements for safeguarding are effective. 7 and 8 May 2025

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(Information for the school and appropriate authority)

 In some subjects beyond English and mathematics, support for pupils with SEND is not consistently well matched to their needs. As a result, some pupils struggle to access learning and do not achieve as well as they could. The school, supported by the trust, should improve the quality of support for pupils with SEND to promote their achievement across the whole curriculum.

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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.

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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). 7 and 8 May 2025

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School details

CEO of the trust Gillian Kemp (interim CEO)

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School details

Dates of previous inspection 11 and 12 October 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Canary Wharf College multi-academy trust.  There have been recent changes in leadership. At the time of the inspection, proposals are being considered for this school to join another multi-academy trust.  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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 7 and 8 May 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors held meetings with the headteacher. The inspectors also met with leaders with responsibility for SEND, behaviour and attendance, and pupils’ personal development.  Inspectors carried out deep dives in these subjects: early reading; mathematics; computing and history. For each deep dive, inspectors held discussions with the school about the curriculum, visited a sample of lessons, spoke to teachers, looked at pupils’ work, spoke to some pupils about their learning, and spoke to staff. Inspectors also discussed the curriculum in some other subjects.  The inspectors met with representatives from the board of trustees.  The inspectors visited a sample of lessons, spoke to some pupils about their learning

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and looked at samples of work.  The inspectors considered responses to Ofsted’s online surveys for parents, staff and pupils.  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.

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Inspection team

Adam Vincent, lead inspector His Majesty's Inspector

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Inspection team

Dawn Titus Ofsted Inspector 7 and 8 May 2025

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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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