Other · Ofsted report

The Orion Primary School

Inspected — · published 27 Feb 2002 · URN 131970

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Summary

No overall grade in this framework

Joan Lindsay (lead), Kevin Wood

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Inspectorssingle source
Joan Lindsay, Kevin Wood
Postcode verified
NW9 5FN
URN verified
131970

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Praiseexcellentvery wellmake good progresseffectiveeffectivelygood progressimprovedvery effective

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Full report text

THE ORION PRIMARY SCHOOL

Dates of inspection: 5 th – 9 th November 2001

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THE ORION PRIMARY SCHOOL

Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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THE ORION PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. The Orion Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Lanacre Avenue Grahame Park London Postcode: NW9 5FN

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Alan Maund

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: Not applicable The Orion Primary School - 2

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responsibilities

20737 Paul Evans Registered inspector Science Physical education How high are standards? How well is the school led and managed? 14347 Joan Lindsay Lay inspector Pupils’ attitudes, values and personal development How well does the school work in partnership with parents? 7813 Kevin Wood Team inspector English Design and technology Geography How well does the school care for its pupils?

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responsibilities

5565 Bimla Thakur Team inspector Areas of learning for children in the Foundation Stage English as an additional language Art History 29063 Judy Keiner Team inspector Equal opportunities Information and communication technology Music How well are pupils taught?

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responsibilities

27426 Terry Aldridge Team inspector Special educational needs Mathematics Religious education How good are the curricular and other opportunities offered to pupils?

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responsibilities

28200 Paul Stevens Team inspector Staffing, accommodation, resources for teaching and learning

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responsibilities

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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responsibilities

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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responsibilities

The Complaints Manager Inspection Quality Division

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responsibilities

Alexandra House The Orion Primary School - 3 33 Kingsway London WC2B 6SE The Orion Primary School - 4

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PART A: SUMMARY OF THE REPORT 4 - 7

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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HOW HIGH ARE STANDARDS? 8 - 10

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

The Orion Primary School opened in January 2000 after the closure of Grahame Park Infant and Junior schools. It is a larger than average primary school providing education for a total of 361 children from 3 to 11 years of age. Forty-four children attend the school’s Nursery part time, 21 in the morning and 23 in the afternoon. The majority of pupils live on the housing estate adjacent to the school. The estate is made up of council, housing association and temporary housing. A small minority is privately owned. Unemployment in the area is high and the number of pupils identified as being eligible for free school meals is well above the national average. There are 92 pupils on the special needs register which is well above the national average. There are three pupils with statements of special educational needs, which is average. The percentage of pupils for whom English is an additional language is well above the

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INFORMATION ABOUT THE SCHOOL

national average. The most common languages of the families of these pupils are Somali, Arabic, Albanian and Portuguese. Children’s attainment on entry to the school’s Nursery is well below average.

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HOW GOOD THE SCHOOL IS

Since its amalgamation in January 2000, the school has established a good team of teaching and support staff led by the very good headteacher who gives excellent educational direction to the school. The quality of teaching throughout the school is good, overall. When compared to the results of similar schools, the standards that pupils achieve in national tests are below average in reading, well below average in writing and average in mathematics at the end of Year 2. At the end of Year 6, pupils reach standards which are well above average in English, mathematics and science, compared to similar schools. The level of care that the school provides for the welfare and personal development of all its pupils is good, overall.

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HOW GOOD THE SCHOOL IS

The Orion School has been established for less than two years. Taking into account the context of the school, the quality of education and support that it offers to all its pupils and the money that it spends, the overall effectiveness of the school is very good. The value for money offered by the school is good.

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What the school does well

• The quality of teaching and learning is good throughout the school. • The standards that pupils achieve, in English, mathematics and science, by the age of eleven are well above average compared to similar schools. • The relationships that pupils form and their enthusiasm for school are both excellent. • The provision for pupils with special educational needs is very good. • The provision for pupils’ personal development is very good. • The headteacher provides excellent educational vision for the school. • The level of teamwork of all staff and the shared commitment to improve are excellent.

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What could be improved

• The overall balance of the curriculum in Years 1 to 6. • The quality of the provision for pupils with English as an additional language. • The overall quality of teachers marking of pupils’ work. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The Orion Primary School opened in January 2000. This is the first time, therefore, that the school has undergone an inspection. The Orion Primary School - 6

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

English N/A E* C A well above average above average A B Mathematics N/A D B A average below average C D Science N/A E C A well below average E

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Key

The Orion Primary School is a new school, so no comparison will be made between the school’s results and national test results over time. This report will not contain any reference to the school’s improvements since the last inspection, as, being a new school, this is the first inspection of The Orion Primary School.

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Key

In the 2001 national tests for seven year olds the school’s results were well below the national average in mathematics and in the lowest five per cent nationally in reading and writing. Standards in science, according to teacher assessments, were well below the national average. When compared to the results of similar schools, standards in mathematics are average. Standards are below average in reading and well below average in writing.

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Key

The school’s national test results for eleven-year-olds in 2001 were average in English and science and above average in mathematics when compared to the results of all schools. The school’s results, when compared to similar schools, were well above average in all three subjects.

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Key

Inspection evidence confirms the results of the 2001 tests. However, inspection evidence also shows that pupils in the present Year 2 and Year 6 are in line to reach average standards in English, mathematics and science at the end of the year. Inspection evidence also shows, that standards in singing are good at the end of Year 2 and Year 6. Standards in all other subjects are in line with expectations except in information and communication technology and Religious Education, which are below average throughout the school.

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Aspect Comment

Attitudes to the school Very good. Pupils have very good attitudes to school. They are very keen to attend school and are enthusiastic about the work they undertake. Behaviour, in and out of classrooms Good. Pupils’ behaviour in and out of classrooms is almost always good. Personal development and relationships Very good. There are excellent relationships between pupils and between pupils and their teachers. Attendance Unsatisfactory. Attendance is below the national average.

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Aspect Comment

The great majority of pupils are very keen to attend school. The very good management of the behaviour of all pupils enables the development of good levels of behaviour throughout the school. The level of relationships, between pupils and between them and all the staff is excellent. Attendance is below The Orion Primary School - 7 average. The school has good procedures for promoting good attendance. However, while there are genuine reasons for some absences, there is also a lack of support from a small minority of parents.

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Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

Quality of teaching good good good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

The overall quality of teaching throughout the school is good. It is also good in each area of the school. A total of 87 lessons were observed throughout the school. The quality of teaching was excellent in two lessons. It was very good in 21 lessons and good in 41. The quality of teaching was satisfactory in 18 lessons and less than satisfactory in only three. Two further lessons were observed for too short a time to make a judgement on the quality of teaching and learning. Two less than satisfactory lessons were seen in Years 1 and 2 and another in a Year 5 class, all in different subjects. The overall good quality of teaching and the consistent application of the very good behaviour policy of the school combine to produce good learning in almost all lessons. Pupils with special educational needs are well catered for and make good progress. However, the provision for pupils with English as an additional language is

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Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

inconsistent and these pupils do not always make sufficient progress.

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Aspect Comment

The quality and range of the curriculum Satisfactory, overall. The appropriate curriculum is in place. The very good provision for extra-curricular activities enhances the provision and contributes well to pupils’ learning.

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Aspect Comment

Provision for pupils with special educational needs Very good throughout the school. The needs of these pupils are very well supported in classrooms.

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Aspect Comment

Provision for pupils with English as an additional language Satisfactory. However, this provision is not implemented consistently in all classes.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. The provision for pupils’ spiritual, moral and social development is very good. Provision for cultural development is good.

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Aspect Comment

How well the school cares for its pupils Good. The management of behaviour and procedures for monitoring pupils’ personal development are very good. Procedures for assessing pupils’ attainment and progress are satisfactory, overall.

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Aspect Comment

The partnership between the school and parents is good. The statutory curriculum is fully in place. The delivery of English mathematics and science is good. However, there are weaknesses in the delivery of Religious Education, information and communication technology and the provision for gymnastics. The care that the school offers pupils both in their personal development and in developing good behaviour is very good. The assessment of pupils’ progress in English, mathematics and science is good and this information is well used to plan future lessons. However, the school has yet to fully develop and implement assessment procedures in other subjects. The Orion Primary School - 8

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The very good headteacher gives excellent educational direction to the school. The very strong teamwork of the senior management team and the whole of the staff is a strength of the school.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governing body is supportive of the school and fully understands the school’s strengths and weaknesses.

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Aspect Comment

The school’s evaluation of its performance Very good. The evaluation of the school’s provision is very well used to guide future plans for improvement.

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Aspect Comment

The strategic use of resources Very good. The headteacher and the governors have a very good understanding of the principles of best value.

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Aspect Comment

The number, training and experience of teaching and support staff to meet the needs of the curriculum are good. The school buildings and grounds provide very good areas for teaching and learning. Overall, there is a good supply of good quality resources for teaching and learning.

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Aspect Comment

The headteacher gives excellent educational direction to the school. He delegates well and successfully fosters strong teamwork throughout the school. The governing body gives good pastoral and moral support to the school. However, more governor training is needed for governors to play their full part in the partnership in management of the school. The school applies the principles of best value very well.

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What pleases parents most What parents would like to see improved

• The fact that their children like attending school. • Parents feel that the school is well led and managed. • They are comfortable to approach the school with any questions or problems. • The high expectations the school has for their children. • The amount of work their children have to do at home.

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What pleases parents most What parents would like to see improved

Inspection evidence fully supports the views of the parents who responded to the parents’ questionnaires and attended the parents’ meeting. Parents were concerned about the amount of homework that their children receive. However, inspection evidence shows that pupils of all ages receive a satisfactory amount of work to complete at home and that this is appropriate to their ages and abilities. In this area, inspection evidence does not support the views of a minority of parents. The Orion Primary School - 9

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The school’s results and pupils’ achievements

1. On entry to the school’s nursery, the overall level of attainment of children is well below what is expected for their age. By the time that they enter the reception classes, children have made significant improvement, but their levels of attainment are still below average. Almost all children in the Foundation Stage achieve the targets set in the Early Learning Goals in their personal, social and emotional development. A significant number exceed these targets. In their knowledge and understanding of the world and in physical development, most children meet the expectations set in the national Early Learning Goals. However, most children do not reach the expected levels in communication, language and literacy, in mathematical development or in creative development. In these areas, their levels of attainment are below average when they enter Year 1.

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The school’s results and pupils’ achievements

2. In January 2000, Graeme Park Infant and Graeme Park Junior schools amalgamated to form The Orion Primary School. No judgements, therefore, are made in relation to a previous inspection report or trends over time.

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The school’s results and pupils’ achievements

3. In the 2001 national tests at the end of Year 2, the school’s results were in the lowest five per cent nationally in reading and writing and well below average in mathematics. Teacher assessments of pupils’ standards in science were below average. However, this masks the real improvement that the school has made since 2000. In reading, the average improvement per pupil of one point five national curriculum points exceeded the national improvement of nought point one per cent. Similarly, in writing, the average improvement per pupil was nought point seven points compared to a national gain of nought point one points. The greatest improvement was in mathematics where the average points gain for pupils in the school was two point five against a national gain of nought point two points. In science, teacher assessment of the percentage of pupils reaching level 2 and above rose from 49 per cent in 2000 to 81 per cent in 2001. This shows significant improvement

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The school’s results and pupils’ achievements

since The Orion School opened. Inspection evidence confirms that this level of improvement is set to continue this year.

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The school’s results and pupils’ achievements

4. In the 2001 national tests at the end of Year 6, standards in English and science were in line with the national average. Standards in mathematics were above the national average. When considering the well below average levels of attainment of pupils on entry to the school and the low levels of achievement when the school opened in January 2000, this shows a very high level of improvement.

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The school’s results and pupils’ achievements

5. When compared to the results of similar schools, The Orion School’s results in the end of Year 2 national tests in 2001 were below average in reading and well below average in writing. In mathematics, the results of the school were average. The end of Year 6 test results in 2001 were well above average in English, mathematics and science when compared to the results achieved in similar schools. Once again, this is a very high level of improvement.

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The school’s results and pupils’ achievements

6. Teacher assessments of the number of pupils who would reach average and above average levels at the end of Year 6 were accurate in English, mathematics and science. The school sets challenging, but realistic, targets and has developed very good strategies for attaining those targets.

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The school’s results and pupils’ achievements

7. The school has enabled the raising of standards in English, mathematics and science through staff training and well focused subject leadership. The development and implementation of “The Orion Literacy Strategy” has had a significant impact on pupils’ learning in English and literacy. Inspection evidence shows that standards in science have improved significantly and that many pupils at the end of Year 2 and Year 6 are now in line to reach average standards in national tests. The level of pupils’ achievement in mathematics, at the end of Year 6 has also improved significantly and many pupils are in line to reach above average standards in the national tests in 2002. The Orion Primary School - 10 8. On entry to the foundation stage, many of the pupils for whom English is an additional language are in the early stages of acquiring English. Many of these pupils make good progress and their attainment when they leave the school is equivalent to their peers. However, the school’s provision

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The school’s results and pupils’ achievements

for pupils with English as an additional language is inconsistently implemented and this has the effect of slowing learning for some pupils.

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The school’s results and pupils’ achievements

9. Pupils with special educational needs are identified at an early stage to ensure that their individual needs are met. Most make very good progress in the Foundation Stage as they receive very good support. Most pupils in Years 1 to 6 make good progress in relation to their identified needs and achieve well in English, mathematics and science. All pupils receive very good support from class teachers and additional learning support staff. Pupils’ confidence and self-esteem grow which strengthens their willingness to tackle tasks.

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The school’s results and pupils’ achievements

10. Standards in singing throughout the school are now good. The headteacher provides high quality teaching of singing for all pupils and this has raised the quality of pupils’ learning and achievement. Standards in art and design, design technology, history, geography, music and physical education are in line with national expectations at the end of Year 2 and Year 6. While Religious Education is taught to all pupils, the level of provision varies between classes across the school. Religious education is taught together with Personal Social and Health education and this dilutes the levels of pupils’ knowledge and understanding in Religious Education. Consequently, standards are below expectations at the end of both Year 2 and Year 6. The school has developed a good information and communication technology suite and now has the equipment to teach all areas of the subject, including modelling and control technology. This area is in need of significant

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The school’s results and pupils’ achievements

development, as, so far, it has not been taught in sufficient depth. Standards in information and communication technology are below expectations at the end of Year 2 and Year 6.

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The school’s results and pupils’ achievements

11. There is no significant difference in the standards achieved by boys and girls. The school focuses well on target setting in English, mathematics and science. These targets are well supported by the school’s good assessment in these subjects and the good system for tracking pupils’ progress as they move through the school. It has yet to develop a programme of thorough assessment of pupils’ progress in other subjects.

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Pupils’ attitudes, values and personal development

12. The attitudes displayed by pupils of all ages to school life are very good and they very much enjoy coming to school. This is verified by parents as an extremely high number of those who returned the pre-inspection questionnaire stated that their children like coming to school. From the youngest children in the nursery, right through the school, pupils show an exemplary enthusiasm for their lessons and take pride in their work. For example, a child in the nursery was very eager to show the excellent animal paintings he had done. Older pupils approach tasks such as proportional drawing in art and making music with different types of instruments with a great level of enthusiasm and enjoyment. They are eager to improve their work. For example, in a Year 5 literacy lesson, pupils’ fair copies of a piece of descriptive writing about a character from the novel “The Fantastic Mr. Fox”, were seen to be much improved as pupils responded positively to the

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Pupils’ attitudes, values and personal development

teacher’s constructive comments. Pupils can concentrate well for long periods particularly when lessons are stimulating and challenging. They show a high level of interest in school life in general, with many involved in the breakfast club and after school activities such as dance, football and science.

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Pupils’ attitudes, values and personal development

13. The behaviour of pupils, overall, is good and the great majority of parents agree with this judgement. The school has a clear behaviour policy that is used very consistently by all adults and this, coupled with the very positive approach to discipline by highlighting good behaviour, means that there is very little disruption to lessons. Pupils also behave well in assemblies, in the dining hall and outside in the playground. They are very concerned not to lose the much-valued weekly Golden Time and they also realise very well how their behaviour can impact on others. Consequently, the incidences of oppressive behaviour such as bullying, racism or sexism are very low. The number of exclusions during the last reported year is satisfactory when compared to similar schools and is declining this term, with only one pupil given a short exclusion. The Orion Primary School - 11 14. Excellent relationships are seen throughout the school at all levels, amongst adults and pupils.

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Pupils’ attitudes, values and personal development

Consequently, the school has an extremely happy, friendly atmosphere. In classrooms, relationships are fostered by the consistent use of “pairing and sharing” and pupils work productively in small groups. Pupils were seen to assist each other by translating for their peers and older pupils take much pride in being selected to be a part of the “Caring Squad” to assist those younger than themselves. All adults treat pupils in a very caring yet mature way that leads to an excellent level of mutual respect being shown. Assembly themes such as friendship do much to foster the excellent relationships seen. Pupils are also extremely polite, friendly and open in their dealings with visitors for example, welcoming them to the school and holding doors open. Pupils also show a very high level of respect for the feelings, values and beliefs of others. This was evident when pupils were asked to suggest how the work of others could be improved in an art

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Pupils’ attitudes, values and personal development

lesson. They did this sensitively and constructively. Pupils are frequently encouraged to think about how others feel and because of this, combined with the excellent role models provided by adults, they accept each other regardless of background, race or special needs.

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Pupils’ attitudes, values and personal development

15. The extent to which pupils show initiative and take on responsible roles is good. There are opportunities for older pupils to take on whole school, rather than just class based responsibilities. These include duties such as operating the sound equipment during assemblies, becoming a member of the “Caring Squad” and reading out prayers in assemblies. Two Year 6 pupils operated hand puppets very effectively in one assembly seen during the inspection. There is a school council, with an elected representative from each class, but this is still developing and largely adult led at present.

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Pupils’ attitudes, values and personal development

16. The personal development of pupils is also enhanced by the many educational visits arranged, such as to Gunnersbury Museum and London Zoo and the variety of visitors in to school, including the BBC Orchestra. The residential visit undertaken by Year 6 pupils also does much to enhance their personal development.

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Pupils’ attitudes, values and personal development

17. The attendance figures at the school are currently unsatisfactory largely due to the comparatively high unauthorised absence figure. This is partly as a result of pupils moving out of the area and the school not being informed. Unfortunately, another factor is that a persistent minority of parents who, despite the school’s best efforts, do not get their children to school on time and are not rigorous in ensuring their attendance. Morning and afternoon registration takes place according to statutory requirements, but, on very rare occasions, registers are not completed correctly.

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Pupils’ attitudes, values and personal development

18. Most special needs pupils have a very positive attitude to school and are usually interested and very enthusiastic in their lessons. They are fully involved and included in the range of activities that the school provides. Those pupils identified with behavioural problems are well supported and procedures are effective in modifying their behaviour. Most pupils with special educational needs show very good respect for each other's work and feelings and are positive about each other's efforts. Most relate very well to others. They are willing to talk about their work and most are developing confidence in speaking, reading and writing.

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HOW WELL ARE PUPILS TAUGHT?

19. The overall quality of teaching and learning is good throughout the school and includes many very good features. The high proportion of very good teaching builds on common approaches used across the school and is a major reason why pupils enjoy school so much and standards have improved so dramatically. A total of 87 lessons were observed across the school, during the inspection. The quality of teaching in 23 lessons was very good or excellent and in another 41 lessons it was good. Eighteen lessons were satisfactory. Only three lessons were unsatisfactory. Two further lessons were observed for too short a time to make a judgement on the quality of teaching and learning. The quality of teaching and learning in literacy and numeracy is good.

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HOW WELL ARE PUPILS TAUGHT?

20. The quality of teaching and learning is good, overall, in all areas of the school. In the Foundation Stage, three lessons were very good, eight were good and in four lessons the quality of teaching and learning was satisfactory. In Years 1 and 2, five lessons were very good, 12 were good and seven were satisfactory. In two lessons, the quality of teaching and learning was less than The Orion Primary School - 12 satisfactory. In Years 3 to 6, two lessons were outstanding, 10 were very good and nine were satisfactory. One lesson was unsatisfactory.

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HOW WELL ARE PUPILS TAUGHT?

21. Teachers’ subject knowledge and understanding are satisfactory, overall. They are good in English and mathematics. In all classes in Years 1 to 6, there is good knowledge of how to teach phonic and number skills, which helps pupils to make good progress in the foundation skills of literacy and numeracy. Teachers’ subject knowledge is satisfactory in science, design technology, history, geography, art, and music. There are weaknesses in teachers’ knowledge of PE, which result in less effective teaching of gymnastics. Teachers do not yet have enough knowledge and understanding of information and communication technology. The school is about to commence further training for teachers and is aware of the need to extend this further and offer further training for support staff.

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HOW WELL ARE PUPILS TAUGHT?

22. Teachers’ planning is generally good. In almost all lessons, teachers specify clear objectives, structure the use of time well and provide for the different levels of ability in their class. In an outstanding Year 5 history lesson, careful planning enabled the teacher to draw together resources showing Victorian teaching and learning methods. This was presented as a lively, dramatised model Victorian lesson, with the teacher convincingly playing the authoritarian Victorian schoolteacher. Her thorough planning of the use of support resources then enabled the teacher to come out of role and guide the children in working very successfully, in groups, researching historical documents. These showed ways in which the Victorian school day differed from the one the pupils are familiar with. Teachers usually enable support staff to contribute to teaching plans and brief them in good time for what support is needed. However, they do not always plan the right

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HOW WELL ARE PUPILS TAUGHT?

tasks for pupils who are at the early stages of learning English. There is sometimes too little planning of the small steps needed to help such pupils. For example, in one otherwise very successful English lesson focusing on using speech marks and speech bubbles to present dialogue, such pupils were expected to do a simplified version of the same task, although their knowledge of English was at too early a stage to be able to understand the speech in the dialogues or the teacher’s very clear instructions about how to place speech marks. Despite good support from a classroom assistant, some of the pupils found the extended task very frustrating. There are also weaknesses in planning some subject elements in integrated activities periods in Years 1 and 2, where three subjects, such as science, design technology and information and communication technology may be taught alongside each other, with one subject being the main

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HOW WELL ARE PUPILS TAUGHT?

focus for teacher input. In one such lesson, where the focus was on science, no plans were made to involve the teacher in the work on information and communication technology. This was unrelated to the science topic, despite the fact that the science topic of making a block graph about foods would have been ideal for a parallel information and communication technology -based graph creation task. The information and communication technology task was not introduced to the class, no clear objectives for extending pupils’ knowledge were specified and no plans were made for the pupils to save or print their work. Pupils did not report back to the teacher or the class on what they had achieved.

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HOW WELL ARE PUPILS TAUGHT?

23. Teachers’ expectations of what pupils can achieve are good in most lessons, particularly in English, mathematics science and music. For example, there are very clear expectations in the Year 1 and 2 singing lessons that pupils will very rapidly assemble in the hall, join in all the songs and hand actions and learn new ones very readily. These expectations are well reinforced by the enthusiastic participation of all the class teachers who support the headteacher who leads the teaching. Pupils respond to this equally enthusiastically and sing with great gusto and enjoyment. There are weaknesses in the lower years in the standards of presentation which teachers expect. For example, although pupils in Year 3 are learning joined writing, the lower achieving groups are not expected to use it in their class work. There are also weaknesses in teachers’ expectations of what pupils can achieve in using information and communication technology, both in the specific

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HOW WELL ARE PUPILS TAUGHT?

information and communication technology lessons and in the ways that computers can be used to support pupils’ learning in other lessons. For example, when teaching the use of computer paint programs, teachers rarely use the work of artists, such as Mondrian and Klee, in the way that they would in art lessons, using paint and paper. Where teachers do not know the pupils well in the class they are teaching, for example, when they are covering to release a subject leader for subject improvement tasks, they sometimes do not have enough knowledge of what to expect of the pupils, particularly those with lower abilities. This results in behaviour weaknesses either where The Orion Primary School - 13 pupils have completed work for which extension tasks have not been provided, or where pupils are expressing frustration and restlessness over tasks which are too difficult for them.

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HOW WELL ARE PUPILS TAUGHT?

24. The school has rightly focused on establishing high quality teaching and has a very clear teaching and learning policy which guides the successful methods and the very good pupil management seen. Teachers make sure from the start of each lesson that pupils know exactly what they have to do in order to be successful, usually through writing up the lesson objectives on the board. This results in pupils in most lessons being able to tell observers what they are doing and why the work is helping them learn. Teachers use the same simple signals, such as the Orion Eye, an O shape made with the fingers, across the school to focus children’s attention rapidly. Shared chants are used very effectively to motivate and encourage the children to think of themselves as successful high achievers. Key vocabulary is carefully repeated in different sentences and questions the teachers use, so that pupils, including those with Special Needs and those at the early stages of

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HOW WELL ARE PUPILS TAUGHT?

learning English, rapidly learn and understand it. This results in almost all pupils being very strongly motivated to learn and doing their best to succeed at the tasks they are set. Teachers use a good variety of grouping strategies, including very good pupil pairing, sharing and discussion tasks to ensure that the pupils help each other learn and have opportunities to exchange and talk through ideas. Plenary sessions are used very well at the end of the lessons to enable pupils to sum up what they have achieved, to recognise good work and to point to how to improve or what the pupils will be doing next. English lessons use all these techniques particularly well and add helpful key features across both Key Stages. For example, teachers always have ready displayed on the wall the key words and phrases which are going to be used in each English lesson. The stock of display words is always displayed as a “word wall” in exactly the same place so that

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pupils know where to look to find the spellings they need. Support staff work very effectively in most English lessons to ensure that less able pupils and those with English as an additional language make good progress.

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HOW WELL ARE PUPILS TAUGHT?

25. Teachers’ very good pupil management is underpinned by their consistent enforcement of clear rules about behaviour, well backed up by the way in which all the staff constantly remind pupils of the rules they must follow. These are promoted very positively through praising pupils who are sitting ready to learn, who help others and who remember to raise their hands when asking or answering questions. Teachers intervene very promptly when pupils divert from the task in hand, often using a question about the task to refocus them. They issue two clear warnings before imposing a sanction. They use the sanction of requiring a pupil who does not respond to lose a specified number of minutes of “Golden Time”. Because this system is so well understood by pupils and they value their Golden Time, losing it chastens any pupil to whom it is applied and others strive to avoid this penalty. In a small number of otherwise satisfactory lessons and in

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HOW WELL ARE PUPILS TAUGHT?

some unsatisfactory lessons observed there is a weakness when teachers do not have a strategy for managing pupils whose regular learning partner is absent.

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HOW WELL ARE PUPILS TAUGHT?

26. Teachers give a satisfactory standard of feedback to pupils, overall. In lessons, they readily acknowledge and praise pupils who volunteer appropriate ideas and answers and those who work well together. They sum up what the class has learnt in a review at the end of lessons. They also use these reviews well to enable pupils to compare what they and the class have learnt. For example, very good feedback was seen in a Year 3 mathematics review session when the pupils in pair groups told each other what number they would need to add to another to get a certain total.

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HOW WELL ARE PUPILS TAUGHT?

27. Teachers regularly mark pupils’ work. Some very good examples of marking were seen, for example, in some Year 3 pupils’ English workbooks, where teachers commented on what they had enjoyed in the stories the pupils had written and added a comment saying what improvement they would like to see next. Good marking was observed in a scrutiny of workbooks for the other core subjects. However, some teacher comments on pupils’ written work consist almost entirely of ticks and brief comments praising good work, without any guidance on how to improve their work.

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HOW WELL ARE PUPILS TAUGHT?

28. Teachers make sound use of homework. Pupils are regularly set mathematics and literacy homework, including reading and, for older pupils, written tasks which are effective in helping them make progress towards their targets. Reading homework books are provided, for parents to write comments on how their children are progressing. However, little use is made by teachers of these books to provide written recommendations on good books to read or advice on how to develop The Orion Primary School - 14 reading. Teachers do not regularly set homework in other subjects, although a good example was seen in a Year 5 class, where pupils had a homework task designed to help them to develop a database project.

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29. Teaching is good for children with special educational needs in the Foundation stage as activities are matched to the individual needs of children and they receive appropriate support. This positively affects their learning and progress.

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HOW WELL ARE PUPILS TAUGHT?

30. Teaching of pupils with special educational needs throughout the school is good in English and mathematics. Activities are well matched to pupils’ needs in literacy and numeracy activities and pupils receive very good support from teachers and support assistants. However, pupils with special educational needs do not always receive a differentiated and relevant curriculum in other subjects. As well as good teaching of specific strategies to improve skills, emphasis is appropriately placed on increasing their confidence and self-esteem. Pupils identified as having special educational needs are fully included in all school activities. Regular termly reviews and assessments take place so that their needs are regularly updated.

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PUPILS?

31. The curricular provision in the foundation stage is good, overall. Provision is good in the reception class and very good in the nursery, where outdoor play facilities are excellent. Planning is generally good and very good in the nursery; activities are designed to promote the early learning goals in all areas of learning. 32. The curriculum for pupils in Years 1 to 6 is soundly established and includes all the subjects of the National Curriculum, religious education and personal, social and health education. There is a good range of visits provided and good use of visitors to the school, which successfully extends the curriculum beyond the classroom. Provision for pupils’ personal, social and health education, including sex and drugs education, is very good.

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33. There is a clear, special educational needs policy, which is to be reviewed when the new code of practice is published. The curriculum for pupils with learning difficulties in the Foundation Stage is good, as their needs are appropriately supported. In Year 1 through to Year 6, curriculum provision is very good in literacy and numeracy lessons. In other subjects, it is satisfactory because not all teachers provide an appropriately differentiated curriculum. The school complies with the recommended Code of Practice and devises detailed programmes of work and support to meet pupils’ individual needs. Pupils’ progress towards the objectives outlined in their individual education plans is reviewed very rigorously at least every term. There is good provision for the three pupils who have statements of special educational needs. The co-ordinator provides very good support and advice to teachers so that the curriculum needs of pupils are met. They ensure

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that pupils have relevant individual education plans with specific targets so that teaching and learning can be effective.

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34. Although the curriculum is broad and relevant and there are some good links developed between subjects, it is not sufficiently balanced. Since the school opened, there has been a major focus on raising standards in literacy, numeracy and pupils’ personal and social development and this has been very successful. However, this has meant that insufficient time has been spent on some subjects, in particular religious education, which alternates on the timetable with personal, social, and health education. Currently, there is an over-emphasis on personal, social and health education with some activities duplicated in other subjects, such as science, physical education and ‘circle time’ (where pupils sit in a circle to discuss issues concerning relationships and behaviour). This has meant that religious education is not given sufficient teaching time to cover the requirements of the Locally Agreed Syllabus and this has affected standards. Insufficient use

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is made of information and communications technology in the teaching of other subjects.

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PUPILS?

35. Clear subject policies have recently been developed in English, mathematics and religious education, but have yet to be completed in other subjects. Planning and guidance in all subjects are soundly based on national frameworks. These are in the process of being adapted to ensure The Orion Primary School - 15 that they meet the specific needs of pupils in the school. Teachers make good use of the guidance to plan effective lessons. All subjects have a designated, diligent co-ordinator who monitors termly planning to ensure that it meets national requirements. The achievements of pupils in national tests in English, mathematics and science are carefully monitored by gender, ethnic background and prior attainment, to ensure that the curriculum is relevant to their needs and is adapted as necessary. Provision for the spiritual, moral, social and cultural development of those pupils with special educational needs is similar to that of other pupils in their class and is

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36. The National Literacy and Numeracy strategies have been effectively introduced and both are well established. The school gives high priority to developing basic skills in literacy and numeracy and this is helping to raise standards. Pupils are effectively grouped by ability in Year 3 to Year 6, which ensures that activities are more closely matched to pupils’ needs and this is successful. However, greater emphasis needs to be placed on presentation and handwriting skills to raise standards throughout the school and across all subjects.

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37. The school has a very clear policy for the inclusion of all its pupils. This is well applied with regard to the gender, race and varying levels of ability of its pupils, including those with special educational needs. The provision for pupils with English as an additional language is satisfactory, overall. However, the inconsistent application of this provision means that some of these pupils do not have complete access to the whole of the curriculum.

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PUPILS?

38. The school provides a very good range of extra-curricular activities such as art, computer, dance (different styles), homework and music. These are supplemented with seasonal activities such as football (older and younger boys and girls) and cricket. All activities, although mainly for older pupils, are well supported and popular and involve many members of staff. A good range of visitors and educational visits, for example to museums and other places of interest, further enhances and enriches the curriculum provision outside the classroom. Pupils in Year 6 also have the opportunity to attend a residential visit, which further promotes their personal and social development. However, the school does not make sufficient use of the wide range of faiths and cultures within the school and the community. The school does not take full advantage of the opportunities available through the Internet in developing pupils learning, for example in English, art

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PUPILS?

39. Provision for pupils’ personal, social and health education is very good and a strength of the school. The high priority that is placed on personal, social and health education has been instrumental in promoting the very good relationships throughout the school. This is a school where all are valued. Behaviour systems are strong and consistently applied. Provision is very good, because pupils are given many opportunities to reflect on the part they play in making the school a friendly and supportive community in lessons and ‘circle time’. The school council, although in the early stages of development, provides a good platform for pupils to air their views and suggest improvements to school life. There is very good provision for drugs and sex education, involving the local authority, police and health visitors. Parents are consulted and informed of their right to withdraw their children, if they wish. A very successful Health activity week involving

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outside agencies, staff, pupils and parents raised awareness further. The school plans to be involved in the Healthy Schools initiative and has undertaken a thorough audit of its current provision.

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40. There are good links with the community that make a positive contribution to pupils’ learning. For example, the school has been supported by the Barnet Business Partnership and by visitors from the local Metropolitan Police Training College. The local Anglican priest leads assemblies regularly. The school also becomes involved in local events such as the Grahame Park Festival as well as a local Arts Festival. The caring ethos of the school is emphasised by links such as the distribution of Harvest Festival goods to a local charity for the homeless and by regular contributions to other charitable causes. The school makes good use of the local environment, to enhance learning. For example, the nursery children have visited a near-by supermarket. The school also has good productive links with the local secondary schools to which Orion pupils transfer and with the main pre-school establishment that some pre-school children come from.

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Such links ensure a smooth transition for pupils across the different stages of their education. The Orion Primary School - 16 41. Overall, the school makes very good provision for the spiritual, moral, social and cultural development of pupils. Spiritual development is very good and is inherent in the whole school ethos of ensuring that pupils feel special and cared for. There is the opportunity for a daily act of collective worship that includes a short time to reflect or pray. Pupils are particularly enthralled by the content of some of the assemblies such as when a “friendship cake” was miraculously baked from normal ingredients such as flour and eggs plus glittering ingredients such as caring and sharing. In lessons too, there are elements of awe and wonder as when a spotlight and white sheet were used to show a pupil’s shadow in an art lesson. The art displays in some classrooms and throughout the school, such as the Starry Night display and the Divali tableau also contribute

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well to the provision for spiritual development.

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42. There is very good provision made for pupils’ moral development. From the earliest time in school, pupils learn to tell right from wrong and to be polite and kind. They are expected to listen to each other and to help each other. Older pupils look after younger ones very well and on several occasions pupils of different ages were heard asking a friend if they were alright after a bump or a scrape. All this is fostered by the excellent role models provided by adults and by the way the behaviour policy of the school is applied consistently across the school. The emphasis on doing things “the Orion Way” in relation to rewards, consequences and responses is very effective in ensuring very good moral development and that pupils have a pride in their school and feel special.

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43. The provision for social development is also very good with the consequences being seen in the excellent relationships that are evident throughout the school. Older pupils mix comfortably with younger ones at lunchtimes. In addition, in all lessons, the school’s system of “pairing and sharing” has a positive impact on social development as pupils learn to work co-operatively and productively together. Social development is also enhanced by the sessions of personal, social and health education and by the regular use of circle time that foster an understanding of how to react sensitively and sensibly to the opinions of others.

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44. The provision for pupils’ cultural development is good, overall. Cultural elements in music and in art are strong. For example, music is played as pupils enter and leave the assemblies, although the name of the composer or the origin of the music is not always highlighted. Pupils have the opportunity to learn to play musical instruments, including steel drums and the trombone. They have also had the benefit of visits from orchestras and they take part in local music festivals. Art works such as the Starry Night display show an appreciation of European artists, and visits to museums, for example the Bethnal Green Toy Museum and the Raggedy School, also aid cultural development by showing pupils how life has changed. The pupils in the school come from a very wide range of different cultures and, although there is an attractive Divali display and a local dance group has been invited to perform at the school, there is still scope to make more use of and to

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further celebrate this rich cultural mix. For example, places of worship for other religions such as the synagogue or mosque are not on the regular list of visits for pupils.

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45. Overall, the school has good and constructive links with other schools in the area, which include visits for staff to observe the teaching of others to improve their practice. There are good and constructive links with local playgroups. Relationships with the nearby secondary schools are positive and this effectively aids the transition of pupils at age eleven. The school has strong links with the local colleges and is used for student training. Teachers also meet regularly with colleagues from other schools through regular, curriculum co-ordinator meetings to develop and extend their knowledge.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Overall, the staff at the school make good provision for the care and welfare of pupils. There are good levels of adult supervision at play times and pupils benefit greatly from the services of a full time welfare officer, in addition to other staff trained in first aid. There is a first aid room where pupils can be treated or supervised. The school has a very good health and safety policy and the site supervisor is very active in ensuring that the buildings and grounds are kept in good order. However, there has been no recent fire drill. The Orion Primary School - 17 47. The procedures for child protection are satisfactory. The policy is very good, but the school needs to update it to take account of the change in the designated co-ordinator. There is also a need to specify one person for this role so that all staff and external agencies are clear as to who is responsible within the school and to whom to report any concerns.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The educational and personal support and guidance for pupils is very good, overall. The school has good procedures in place for monitoring and promoting good attendance. The parent liaison officer makes regular checks of the registers and contacts parents by telephone on the second day of absence. Daily checks are made of a small, targeted group of pupils with poor attendance and punctuality records. A system of letters and, finally, referral to the education welfare officer follows if there is no satisfactory response from parents. Although this is effective in many cases, there is still a small minority of parents who do not ensure that their children attend school regularly and arrive promptly in the mornings, hence the relatively high unauthorised absence figure of the school. Good attendance is promoted, using stickers for pupils and reminders in newsletters to parents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. There are very good systems in place for monitoring and promoting good behaviour and consequently the school has been very successful in reducing oppressive behaviour to a minimum. Pupils have a very clear understanding of the “Orion Way” in relation to behaviour and high standards are promoted by the consistent application of the behaviour strategies of the school by all staff. Whole school themes, such as “follow instructions”, are emphasised during assembly and constantly referred to throughout the school day. Good behaviour is richly praised and the use of weekly Golden Time as an incentive is very effective in promoting good behaviour, as are the stickers and points awarded. Incidences of bad behaviour are recorded and this can lead to a pupil being given a specific target sheet for behaviour, a behaviour plan or ultimately a temporary exclusion. This is very effective in monitoring and promoting good behaviour.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. The care that the school offers to all its pupils is good. The statutory requirements are met concerning the reporting of results of national assessments to parents at the end of each key stage. Parents receive Annual Reports that meet this need. There are effective systems in place for assessing pupils’ attainments for the core subjects of English, mathematics and science. Their use in the planning of future work is good. Day to day assessment in the Nursery and Reception classes is systematic. It includes base-line assessment and analysis soon after pupils’ entry to school and the results are used on an individual basis. Staff keep careful records of attainment for each child. New skills are noted as they are acquired and records dated and expanded. Activities in the Nursery and Reception are generally planned to match pupils’ attainment.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. Throughout the school, teachers effectively use assessment data, drawn on weekly planning sheets, in core subjects to plan work to meet pupils’ needs. This is good practice and supports learning and progress. The school carefully assesses the needs of pupils with special educational needs. Teachers share their learning objectives with pupils and mark their work accordingly. However, the school’s marking policy is inconsistently applied. At one extreme, it does little to encourage pupils to improve their work; and at the other, it is supportive and developmental. Individual target setting in the core subjects is effective in supporting learning and progress. The targets can be tracked and fresh ones set as necessary. Assessments feed planning and critical information is passed from class to class, giving guidance on the level of pupils’ attainment and their targets. There is a close match, for example, between teachers’ assessments and the

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results of national tests at ages seven and eleven. After staff changes, the management and co- ordination of assessment are currently overseen by the headteacher. He has inherited a very good organisation with coherent action planning. Assessment in non-core subjects is in the early stages of development. The school recognises the need to raise expectations of assessment in this area. The gathering together of pupils’ work-samples, appropriately levelled and possibly moderated, would help the school to achieve this objective. Procedures for child protection and ensuring pupils’ welfare are good.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Assessment procedures for pupils with special educational needs are very good across the school in English, mathematics and science. However, procedures in other subjects are less well developed. Procedures are well supported by appropriate help from outside agencies, such as The Orion Primary School - 18 speech and language specialists, the medical services, educational psychologist and behaviour support services. Provision for pupils’ with statements and arrangements for annual reviews is good. Although the main focus of special needs support is for literacy and learning difficulties, there is also good support for pupils who have behaviour difficulties.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. Baseline assessment takes place for Foundation pupils and results are used well to identify those pupils with learning difficulties. Regular assessments in English and mathematics are undertaken on all pupils and the information is carefully analysed and used to identify pupils with learning difficulties, provide suitable support and monitor progress. The school makes effective use of the learning support service to undertake formal assessment procedures when necessary.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. The procedures for monitoring and supporting pupils’ personal development are very good, overall, and the great majority of parents feel that the school helps their children to become mature and responsible. It is clear that staff, both teaching and non-teaching know the pupils very well and show a very caring attitude towards them. One of the support teachers in the school runs a weekly surgery for pupils who would like the opportunity to talk over any worries or concerns. Circle time and personal, social and health education lessons are used to monitor personal development and the annual pupil progress report is used to give a summary of social development.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. The evidence from the pre-inspection questionnaires and the parents’ meeting, show that parents have very positive views of the school and are supportive of the work done. For example, the vast majority state that their children like school and feel that teaching is good and that the school is well managed and led. The one area where some parents are dissatisfied is in relation to homework. Inspection evidence shows that the use of homework is satisfactory, overall, and there are separate and progressive timetables for each year group. However, there is some scope for more consistency in the setting of homework and the constructive use of teachers’ marking across the school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. The headteacher and his staff have worked hard to develop good and effective links with parents. The school has a specific member of staff whose role it is to liaise with parents in relation to uniform, homework, attendance and any other concerns. Links with parents begin at the earliest stage with a home visit from the nursery teacher before the child starts at the school. All staff are accessible and approachable. There is a home school agreement in place that all parents or carers, pupils and the school are expected to sign. Parents have the opportunity to attend three consultation evenings with a “meet the teacher session” early in the first term. This is followed by a progress meeting in the spring term and a celebration of work by means of a “trail” around the school plus the option of a formal meeting in the summer term.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57. The impact of parents’ involvement on the work of the school is satisfactory. Not many come in to help on a regular basis, but very high numbers attend school productions and the parent consultation evenings. In addition, there is an active parent teacher association that organises social activities such as discos as well as fundraising events, for example a summer fair, the proceeds of which have gone towards the purchase of sound equipment. It is evident, from the pupils’ reading record books that many parents regularly listen to their children read and support other homework tasks. Consequently, the contribution of parents to children’s learning at home and at school is good, overall.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

58. The quality of information that is provided for parents is good, overall. However, the prospectus omits the rates of authorised and unauthorised absence. The governors’ annual report to parents does not give information about school security, a summary of the school’s and national results for Year 6 tests or the official targets of the school for pupils at the end of Year 6. There are weekly newsletters, that give parents notice of forthcoming events and some basic information for parents has been translated into other languages. The annual progress report that parents receive for their children is satisfactory. It gives good information about progress in English, mathematics and science and states how the pupil is doing in relation to national expectations, although the use of targets is not yet developed. For all other subjects, the statements are only descriptions of what the pupil has learned and there is little variation from pupil to pupil regardless of ability. Parents of

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

The Orion Primary School - 19 pupils with special educational needs are generally kept well informed of their children’s progress. Procedures, for involving parents in the identification, assessment and review of those pupils with special educational needs are good. Parents are given the opportunity to be involved in the review procedures during termly parent-teacher consultations. However, if they do not attend they are not informed of new targets and this is an area for improvement.

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