Pakeman Primary School

Pakeman Primary School

Address: Hornsey Road, Holloway, London, N7 6DU Unique reference number (URN): 100418

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils generally achieve well across the curriculum and gain the knowledge and skills they need to be prepared for their next steps in education. Pupils’ attainment in national tests at the end of key stage 2 in reading, writing and mathematics is close to the national average. Pupils who are disadvantaged also attain well, meaning that they leave the school with the important knowledge they require. Pupils with special educational needs and/or disabilities typically make secure progress from their starting points.

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Achievement Expected standard

Pupils make sound progress in reading. They successfully acquire the phonics knowledge they need to access and enjoy a wide range of books as they move through the school. In mathematics, pupils become fluent in important basic skills, such as multiplication tables. In the early years, children succeed in the foundations of writing, such as holding the pencil correctly. Pupils’ achievements in writing generally develop well over time.

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Attendance and behaviour Expected standard

Over time, attendance figures have fluctuated. Persistent absence has often been high compared with national averages. Leaders have developed a secure understanding of the barriers pupils face and work closely with families to address these effectively. The school's consistent monitoring and strengthened systems mean that concerns are acted on quickly. Leaders work highly effectively with external agencies to strengthen pupils’ attendance further. Pupils with special educational needs and/or disabilities (SEND) receive targeted help where needed and typically attend well. As a result of leaders' work, overall attendance rates are improving across all groups of pupils. Similarly, rates of persistent absence are reducing clearly over time.

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Attendance and behaviour Expected standard

Behaviour in classrooms is calm and purposeful. Pupils know the school rules. They appreciate all the rewards they receive for following them well. Pupils with SEND benefit from support from staff to help them focus and be ready to learn. Bullying does not happen often, but if it does, staff deal with it effectively. Leaders make sure that pastoral support is readily available to pupils, with pupils able to talk to their trusted adults on a daily basis should they need to. In the playground, pupils take part in a range of activities and play happily together. Others choose to chat quietly with friends in the calm spaces provided. The school's well-considered routines and resources mean that behaviour, both in classrooms and the playground, is typically positive.

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Curriculum and teaching Expected standard

Leaders have developed a well-planned and coherent curriculum that prioritises language and communication, reading, early writing and mathematics. They ensure that pupils read high-quality texts, including texts chosen to mirror the diversity of the school community. As a result of the school's approach to the curriculum and teaching, pupils are supported to build the fundamental knowledge they need for future learning. Leaders prioritise closing any gaps in pupils’ knowledge through targeted extra teaching in reading, writing and mathematics. However, leaders have not fully considered the impact of the school's approach on pupils' learning in wider curriculum subjects. Consequently, some pupils miss opportunities to deepen their knowledge.

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Curriculum and teaching Expected standard

Teachers model new learning effectively and encourage pupils to make links to what they have previously learned. They also make sure that pupils practise using key vocabulary. For example, pupils in geography use accurate terminology to describe climate and weather. Appropriate adaptations to teaching, for example word banks and visual supports, mean that pupils are typically well supported to build knowledge. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. Teaching also enables pupils to apply knowledge in meaningful contexts, such as using a table to record and interpret their findings in science. On the whole, teaching supports pupils' learning well. In some instances, however, teaching, including how pupils' understanding is checked, is not as consistent as it could be at securing or extending pupils' knowledge.

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Early years Expected standard

The early years curriculum provides a well-structured start to children's learning. Leaders carefully consider how the curriculum and teaching should enable children to make secure progress during their time in early years. Areas of learning are thoughtfully planned, with children’s learning developed by language-rich teaching and resources. The teaching of foundational skills, including daily handwriting practice, phonics knowledge and number work, means that, overall, children build secure knowledge for the future. By the end of Reception, children typically apply their knowledge with increasing accuracy.

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Early years Expected standard

The school prioritises reading from the moment children arrive, and they enjoy a wide range of well-chosen books and traditional tales. Staff enthusiastically lead regular story times and teach children new words linked to the text. A structured approach to language learning, including explicit teaching about talking in sentences, supports children to develop their speech and use of vocabulary. Targeted additional help ensures that children with special educational needs and/or disabilities are well supported.

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Early years Expected standard

Staff help children to become increasingly independent. For example, in Reception, embedded routines support children to manage tidy-up time confidently and to help each other keep the school rules.

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Early years Expected standard

Staff make sure that parents and carers are kept up to date with their children’s progress. Parents appreciate the school's guidance, such as workshops about how they can help with reading. These positive relationships support children to settle well into school.

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Inclusion Expected standard

Leaders have established an inclusive culture. They are committed to removing barriers so that pupils with special educational needs and/or disabilities, and those who are disadvantaged, receive well-targeted and effective support. Warm working relationships between families and the school help leaders to identify pupils’ needs quickly. Assessment approaches in the early years also make sure that children's needs are identified as soon as they start school. Leaders reduce pupils' barriers to learning through a range of approaches, such as targeted staffing arrangements and additional teaching. This work is typically effective. For example, the start of the school day has been purposefully designed to provide pupils with the opportunity to practise foundational skills and settle into learning. Leaders also use extra funding for disadvantaged pupils effectively. They review pupils' progress and use this

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Inclusion Expected standard

information to address gaps in achievement. As a result, disadvantaged pupils generally achieve well.

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Inclusion Expected standard

Leaders work closely with a range of external agencies to make sure that pupils and their families can access the support they need. Leaders have a clear understanding of the services available locally and use this effectively to help families. Pupils who are known to social care are well supported, and those with social, emotional and mental health needs are helped through a range of well-planned approaches.

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Inclusion Expected standard

Leaders involve parents and carers in reviews of the support their children receive. Staff communicate clearly and regularly about how pupils are progressing. As a result, parents feel positive about the care and provision in place for their children.

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Leadership and governance Expected standard

Leaders work effectively to remove barriers to learning so that all pupils can succeed. They have a clear understanding of the school’s strengths and largely take appropriate actions to address priorities in the best interest of the pupils. This includes targeted work to promote the wellbeing and achievement of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Effective partnership working with external partners supports leaders' work to bring about improvements, such as those evident in pupils' attendance. While most of leaders' improvement work is well targeted and has impact, a few aspects are less developed. This is because, sometimes, leaders' evaluation of what is working well and what to prioritise next lacks precision.

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Leadership and governance Expected standard

The school's professional learning for staff includes suitable opportunities for them to work alongside specialists and learn from others. Staff are reflective about putting their learning into practice. They are proud to work at this school, and they value the care and support that they receive from leaders.

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Leadership and governance Expected standard

Governors hold leaders to account and meet their statutory duties. They understand the school's context of high pupil mobility and the needs of pupils with SEND. This helps them to give appropriate challenge to leaders and keep the school's improvement work focused on important priorities.

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Leadership and governance Expected standard

Leaders build positive relationships with many parents and carers. Staff-led initiatives, such as a popular 'Create Club', promote positive engagement with parents and support families when they need it.

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Personal development and wellbeing Expected standard

The school offers a broad and well-planned personal development offer from the early years to Year 6. Pupils learn about important knowledge that helps them in their daily lives, both now and in the future. The programme meets statutory requirements, including those related to age-appropriate relationships, sex and health education. For example, pupils learn about changes to their bodies as they grow. They can talk about how to keep safe, and many have a detailed understanding of the risks of being online.

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Personal development and wellbeing Expected standard

Leaders help pupils to learn about feelings and managing emotions. For example, whole- class approaches, mentoring and a focus week for mental health all support pupils to build their confidence and resilience. Staff use a range of strategies to encourage pupils with special educational needs and/or disabilities to communicate their feelings. Pastoral support is highly effective. As a result, pupils know there is always someone to talk to if they are worried or concerned.

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Personal development and wellbeing Expected standard

Pupils learn about fundamental British values, such as democracy. They develop an understanding of fairness and why it is important to vote. The school council helps bring about positive changes for pupils, including improved playground equipment and the creation of a prayer room. A rich programme of festival celebrations and cultural events provides pupils with opportunities to develop a sense of belonging. Consequently, pupils have a clear understanding of equality and show respect for others. Pupils learn about social responsibility by supporting fundraising efforts for the school and for charities. They are proud to take on leadership opportunities, such as sports leaders and classroom monitors.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils have access to an extensive range of wider opportunities. The school's effective use of additional funding contributes to a wide offer of enrichment. A comprehensive programme of free clubs and trips for pupils ensures that everyone can take part.

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What it's like to be a pupil at this school

Pupils feel a sense of belonging at this kind and caring school. They feel accepted for who they are and understand how they should treat others. Staff know them and their families well. This helps pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, to feel supported and to be able to succeed.

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What it's like to be a pupil at this school

Pupils enjoy lessons. They say that their teachers teach key ideas in ways that they understand. Staff are focused on removing barriers to learning. As a result, pupils typically achieve well and are prepared effectively for their next stage of education.

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What it's like to be a pupil at this school

The school's positive behaviour systems help pupils to behave well. For example, pupils feel celebrated and valued when they receive a 'hidden hero award'. Pupils also feel safe at school and say that bullying is rare. If it occurs, the school makes sure that it is dealt with quickly. Pupils appreciate that there are always staff that they can talk to if they have a worry. Attendance continues to be a priority for the school. Leaders work closely with families and external agencies to provide the support that pupils need to attend well. Leaders' work is having a positive impact on improving attendance for all pupils.

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What it's like to be a pupil at this school

A wide range of leadership opportunities provide pupils with the chance to step up and be positive role models in the school community. For instance, older pupils spend time with younger ones as part of the school's peer mentoring scheme. Pupils feel a sense of pride

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Team inspectors:

Nell Nicholson, Ofsted Inspector Jamie Hallums, Ofsted Inspector Sabrina Edwards, Ofsted Inspector from taking part in these activities. Pupils also value the extensive range of clubs and wider opportunities on offer. Visits to London theatres, wildlife centres and local landmarks, for example, help to ensure that each pupil takes part in a variety of memorable experiences during their time at the school.

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Next steps

Leaders should strengthen the effectiveness of their work to evaluate all aspects of the school’s provision to inform further improvement. Leaders should maintain and, where necessary, enhance their work to ensure that the curriculum and teaching enable pupils to consistently develop a depth of knowledge and skills across all curriculum subjects. Leaders should continue to strengthen systems and processes to secure consistently improved attendance.

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About this inspection

The chair of the board of governors in this school is Nahom Russom.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and senior leaders during the inspection. They also met with members of the local governing body as well as a representative from the local authority. Inspectors spoke with several pupils, staff and parents and carers. They considered the responses to Ofsted's surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses no alternative provision.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 62% 62% Close to average

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average

2023/24 (final) 67% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 74% 75% Close to average

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average

2023/24 (final) 73% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 74% 72% Close to average

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average

2023/24 (final) 70% 72% Close to average

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average

2022/23 (final) 70% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 77% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 53% 47% Close to average

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average

2022/23 (final) 45% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 70% 63% Close to average

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average

2023/24 (final) 70% 62% Close to average

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average

2022/23 (final) 65% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 67% 59% Close to average

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average

2023/24 (final) 60% 58% Close to average

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average

2022/23 (final) 65% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 55% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 17.6% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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